Relevant bibliographies by topics / Student referrals

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Student referrals'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Student referrals"

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Lloyd-Hazlett, Jessica, Julieta Rubio Hobbs, and Eleni Maria Honderich. "Student Counselors' Perceptions of Ethical Client Referrals." Counseling and Values 62, no. 2 (October 2017): 180–97. http://dx.doi.org/10.1002/cvj.12058.

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Stephens, Janet, and Lesley R. De Mello. "The role of gender and student behaviour in teacher referral." Australian Educational and Developmental Psychologist 10, no. 2 (November 1993): 39–47. http://dx.doi.org/10.1017/s0816512200026869.

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AbstractTwo studies investigated the influence of student behaviour and the gender of teacher and student respectively on teachers' decisions to refer children for specialist assistance. The first study examined the age, sex, and referral reason for 621 students referred to a major school support centre. The results indicated that twice as many boys were referred as girls, and that girls and boys were referred for different reasons. In the second study, 97 teachers were required to rank order the necessity for referral of four case studies presenting examples of either disruptive or non-disruptive behaviours. Boys' and girls' names were exchanged on alternate forms of the case studies. The findings indicated that neither the sex of the teacher nor the sex of the student in the case study hadany effect on teachers'rankings of the case studies. However, teachers viewed students displaying non-disruptive behaviour as significantly more in need of referral than students displaying disruptive behaviour. The implications of the findings of both studies are discussed in relation to the contrast between what teachers say about referrals and what they actually do, the access of girls to support services, and the need for further teacher education about criteria for referral.
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Rehfuss, Mark C., and Amy B. Quillin. "Connecting Students with Hidden Disabilities to Resources." NACADA Journal 25, no. 1 (March 1, 2005): 47–50. http://dx.doi.org/10.12930/0271-9517-25.1.47.

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The number of students with learning or psychiatric disabilities entering college continues to increase. When advisors are unaware of a student's disability, they are unable to provide direction and appropriate referrals, leaving the student uninformed of the assistance available to him or her. As a result, the educational process may be compromised, jeopardizing the student's likelihood of success. To maximize student academic success, the academic advisor should be aware of the law and key legal phrases surrounding students with hidden disabilities. Concrete examples of referrals made to students and several case studies are offered for training and further reflection.
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Lev Ran, Rena, Barry Knishkowy, and Bella Adler. "Screening physical examinations in 25,000 Israeli schoolchildren." International Journal of Adolescent Medicine and Health 25, no. 1 (March 1, 2013): 47–53. http://dx.doi.org/10.1515/ijamh-2013-0006.

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Abstract Physical examinations in childhood and adolescence have been recommended by various professional organizations. In order to assess the value of periodic physical examinations in identifying previously undetected conditions, we analyzed the results of school screening examinations of approximately 25,000 Israeli students. Methods: Entire student populations in the 1st, 5th, 7th, and 10th grades in the Tel Aviv-Yafo public school system were offered physical examinations during the 1996–1997 and 1997–1998 school years. Nine physicians performed these examinations. Referrals to the primary care physician were made for abnormal findings. The frequencies of the leading referrals were determined, and comparisons were made according to gender and grade. Results: A total of 24,846 students were examined. The overall referral rate was 7.8 per 100 examinations. Leading referrals included “overweight”, “heart murmur”, and “spinal structural abnormalities” at all grade levels, and “nevi” in grades 5, 7, and 10. Referral rates increased between various grade levels for “spinal structural abnormalities”, “nevi”, and “varicocele”, and decreased for “short stature” and “overweight”. Of the 196 diagnoses documented after referral, 182 (93%) fell into three categories, namely, spinal, hernia and scrotal, and short stature. Conclusions: A wide range of physical findings were detected or referred at each of the grade levels in this large population of schoolchildren. Many of these were triggers for preventive health counseling, while approximately 1% of the examinations yielded important findings requiring intervention. These results provide a measure of justification for the American Academy of Pediatrics’ recommendations for periodic physical examinations in childhood and adolescence.
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Oakes, Wendy Peia, Kaitlin S. Wilder, Kathleen Lynne Lane, Lisa Powers, Lynn T. K. Yokoyama, Mary Ellen O'Hare, and Abbie B. Jenkins. "Psychometric Properties of the Student Risk Screening Scale: An Effective Tool for Use in Diverse Urban Elementary Schools." Assessment for Effective Intervention 35, no. 4 (August 31, 2010): 231–39. http://dx.doi.org/10.1177/1534508410379796.

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The authors examined the psychometric properties of the Student Risk Screening Scale, as used in three ethnically, culturally, and economically diverse urban midwestern elementary schools. The results suggest strong internal consistency (α = .81—.82) and test-retest stability ( r = .86). Initial ratings of risk as measured by the Student Risk Screening Scale were statistically significant in predicting year-end office discipline referral rates and springtime oral reading fluency scores. Students with higher levels of risk at the onset of the academic year were likely to end the year with moderately higher rates of office discipline referrals and low to moderately lower oral reading fluency proficiency levels. Limitations and future directions are offered.
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Weismuller, Penny C., Merry A. Grasska, Marilyn Alexander, Catherine G. White, and Pat Kramer. "Elementary School Nurse Interventions: Attendance and Health Outcomes." Journal of School Nursing 23, no. 2 (April 2007): 111–18. http://dx.doi.org/10.1177/10598405070230020901.

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Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected elementary student health folders and attendance records was conducted. School nurses were involved with 75% of high-absence students as compared to 66% of low-absence students; they were also more involved with students who had previously identified health conditions. There were no referrals to the school nurse for absenteeism and school nurse interventions were not targeted to attendance, despite 17% of students missing 11 or more school days. Nursing documentation was sparse and primarily task related. Few records contained entries of nursing diagnoses, interventions, or outcomes. Of the 134 interventions provided, only 56 (41.2%) had some information about the condition outcome, but it was insufficient to determine the effectiveness of nursing interventions. Furthermore, the record system did not support the collection of standard information for interventions or outcomes from which effectiveness could be determined. Recommendations include establishment of an attendance referral policy and improved documentation systems, including the use of standardized nursing language to demonstrate student outcomes.
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Lindsay, Constance A., and Cassandra M. D. Hart. "Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina." Educational Evaluation and Policy Analysis 39, no. 3 (March 1, 2017): 485–510. http://dx.doi.org/10.3102/0162373717693109.

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Using student-level administrative data from North Carolina, we explore whether exposure to same-race teachers affects the rate at which Black students receive exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion. We find consistent evidence that exposure to same-race teachers is associated with reduced rates of exclusionary discipline for Black students. This relationship holds for elementary, middle, and high school grade ranges for male and female students, and for students who do and do not use free and reduced-price lunch. Although we find reductions in referrals for a number of different types of offenses, we find particularly consistent evidence that exposure to same-race teachers lowers office referrals for willful defiance across all grade levels, suggesting that teacher discretion plays a role in driving our results.
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Hill, Ruth Bailey, Anthony J. Baldo, and Rik Carl D'Amato. "Teachers' Personalities and Students' Behavior in Referrals for Special Education." Psychological Reports 84, no. 2 (April 1999): 491–93. http://dx.doi.org/10.2466/pr0.1999.84.2.491.

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84 regular classroom teachers completed four self-report personality scales (self-concept, tolerance, locus of control, and teachers' efficacy) and reviewed hypothetical records of three types of students (withdrawn, acting-out, and neutral) and made decisions for referral for each student to special education. Scores for self-concept, tolerance, locus of control, and teachers' efficacy were not related to their decisions to refer across types of students.
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Kimura, Masato. "Faculty and Staff Referrals to College Student Counseling Services." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 1EV—031–1EV—031. http://dx.doi.org/10.4992/pacjpa.82.0_1ev-031.

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Anderson, Kaitlin P. "Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers." Educational Administration Quarterly 56, no. 3 (July 11, 2019): 435–71. http://dx.doi.org/10.1177/0013161x19861138.

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Background: Exclusionary discipline (e.g. suspension and expulsion) is associated with lower student achievement, drop-out, and involvement in the juvenile justice system. Recently, states and school districts have begun to restrict exclusionary discipline, but there remains much to be learned about the potential impact on students. Research Design: I use a comparative interrupted time series to estimate whether a state policy prohibiting out-of-school suspension as a consequence for truancy affected student achievement, attendance, truancy, or disciplinary referrals. Findings: After testing a variety of specifications checks, I find evidence of slight increases in attendance, particularly for disadvantaged students, with suggestive evidence of improvements in test scores and reductions in disciplinary referrals for some students. Conclusions: These improvements were quite modest relative to what we might expect from an intuitively appealing policy and were likely influenced by incomplete compliance, particularly in areas serving more students from traditionally disadvantaged backgrounds. Implications for policy design and school leadership are discussed.
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Dissertations / Theses on the topic "Student referrals"

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Donovan, Kristina. "Predictors of Student Referrals to School Counselors by School Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5696.

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A large percent of high school students in New Jersey aged 12 -17 can benefit from seeing their school counselor. The problem is that without teacher referrals, many students with unidentified mental health disorders may not receive the needed early intervention services. Limited research exists as to which factors may influence a teacher to refer a student to a school counselor. Framed with cognitive behavioral theoretical foundation, a cross sectional survey design study investigated how teachers' perception of school counselors influence teachers' willingness to refer to a school counselor, as measured by the Counselor Rating Form - Short Edition. Using a stratified cluster sampling method, 55 licensed New Jersey school teachers participated in the study. To assess the relationship between the results of the Counselor-Rating Form - Short Edition, and teacher made student referrals linear regression was used. In this study, a simple correlation between the CRF-S score and the number of referrals was found to be significant, r = .338, p = 0.012. Further, the scores on the CRF-S could be a significant predictor of making a referral, F(1, 53) = 6.825, p = 0.012, R2 = 0.114. This information could be used to infuse counselor education curriculum designed to increase teacher and school counselor conversations, and ultimately provide information to school counselors that may increase the rate of teacher-made referrals of students to school counseling for mental health services.
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Yeo, Frances Jacqueline, and n/a. "An exploratory study of student referrals in ACT primary schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061112.110051.

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The purpose of the study was to identify the reasons stated by ACT primary school teachers for referral of students for specialist assistance, and the type of specialist assistance given to referred students. The study also compared student referrals in Resource Teacher and Non-Resource Teacher Schools, and examined what patterns were reflected in this sample of primary school student referrals. This study had two sections; an examination of: 1) primary school student referrals and 2) primary school teacher attitudes towards learning difficulties and behavioural difficulties children. The identification of courses undertaken by teachers which were helpful in teaching students with learning and behavioural difficulties were also compared to teacher attitudes. These results were compared with those of Bourke (1985), a previous study of ACT teacher attitudes towards learning difficulties students. The study confirmed findings within the literature review that classroom teachers were the major source of student referrals for specialist services and that two important student variables impacted upon referral. The student variables, student gender and behaviour were found to have a significant effect upon referral. Boys were referred more often in both samples of schools with girls more likely to be referred in Resource Teacher Schools. Referred students were more likely to have no reported behaviour problems in Resource Teacher Schools. There were differences in the patterns of referral in Resource and Non-Resource Teacher Schools, ie service response to referral, parents' role and attitudes of teachers.
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Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.

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The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race theory and zone of proximal development. Criterion sampling was used to select 6 participants for this qualitative case study. The sample included 2 teachers, 2 school counselors, and 2 school administrators. Face-to face interviews were conducted and transcripts were analyzed using open coding with topical analysis to see if any patterns emerged concerning teachers', school counselors', and school administrators' perceptions of the special education referral process. Member checking was used to improve trustworthiness of the interpretations. Findings revealed that all participants were unaware of the disproportionate number of AA students in special education, and reported that they followed the established rules and procedures within the school to guide their referral decisions. In addition, all respondents identified their distinct role in the referral process, and indicated that when placed properly, students can benefit from special education placement. Positive social change may result by exploring stakeholder perceptions of the special education referral processes among school staff, and ensuring that those involved in special education referrals are applying processes consistently for all students.
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Harris, Sadie DeRamus. "Teachers' Effective Behavior Support Survey Scores and Student Behavior Referrals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6901.

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Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior support program located at an urban middle school in the Southeast United States, the female and male teachers ranged between the ages of 23 to 66+. For the research question, a simple regression was employed as a means of analyzing the archival data. Results suggested that positive teachers' support was not associated with the frequency of office discipline referrals. However, years of teaching experience was associated with fewer discipline referrals. The results of this study can be used to promote educational professionals to utilize positive teacher support to decrease office referrals, leading to more student contributions in the classroom and more long term success for students.
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Fransen, Shelly Lynette. "A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

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High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child Left Behind legislation and was implemented in hundreds of schools across the United States over the last twelve years. Yet, in 2009, federal funding for Reading First was eliminated. The purpose of this study was to determine the correlation between student achievement on the Missouri Assessment Program (MAP) and discipline referrals for classroom disruption in classrooms that practiced the key components of the Reading First Model. Eight schools that had implemented the Reading First Model were randomly selected from various Regional Professional Development Centers in Missouri. A survey was distributed to the principals of the selected schools, and MAP data were examined. The study showed there was not a correlation between increased student achievement on the MAP and participation in the Reading First Model. The research did suggest a high correlation between decreased discipline referrals for classroom disruption and increased student achievement on the MAP in schools continuing to follow key components of the Reading First Model. Research also suggested a high correlation between the student engagement component of the Reading First Model and decreased discipline referrals for classroom disruption.

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Calhoun, Jack Willard. "High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/87.

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High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages by Jack Calhoun MEd, Georgia Southwestern State University, 1998 BS, Georgia Southwestern State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This quantitative study investigated how athletic participation in public high schools influenced students' academic achievement and positive social behavior. Disciplinary referrals are on the rise in American schools and are a cause of concern for teachers, administrators, parents, and community members. School personnel currently implement programs designed to curb discipline problems in the classroom and foster productive behavior among adolescents. There is some debate and conflicting literature on whether sports participation has a beneficial influence on students. The writings of Virgina Chomitz, who hypothesized a positive relationship between academic achievement and physical fitness, guided this research. This study analyzed grade point average (GPA) and discipline referral data for 4,433 students in a suburban American high school over a 3-year time period. The GPA and referral data for athletes and nonathletes were compared using multiple t tests, and it was found that athletes had significantly higher GPAs and lower discipline referrals when compared to nonathletes. These results, which match the original hypotheses, provide greater insight into how participating in athletics may improve a student's behavior and academic achievement. With this knowledge, educators may place greater emphasis on athletics as a method to promote achievement and positive experiences among high school students. These positive effects will contribute to social change for students at an individual level and for entire school environments.
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Hestand, Morgan E. "The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3041.

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The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting on reasons for behavioral referrals to the schools intervention team or the Individual Education Plan (IEP) team. Additionally, it examined the self-efficacy of teachers and compared the self-perceptions of teaching general education students with behavior problems with perceptions of teaching students identified as having an Emotional Disturbance (ED). Participants included 179 general education teachers, grades K-12, from the state of Kentucky and additional teachers recruited from Facebook from across the U.S. Participants completed a survey about their self-efficacy in working with general education students and students with ED and their most recent male and female behavioral referral, either to an intervention team or to the IEP team. The most common reported reason for referral was defiance. This was true for both male and female students. Teachers reported referring more male than female students. Additionally, teachers reported significantly higher self-efficacy when working with general education students compared to students with ED. The relevance of findings to current research, the implications for school districts, limitations, and future directions are discussed.
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Holt, Judith Suzanne Lemley. "The relationship between pupil control ideology and typology of teacher referrals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9330025.

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Mozes, Larry A. "The effects of student study team training on the number of referrals and placement of students in special education." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2948.

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Purpose. The purpose of this study was to examine the relationship between Student Study Team (SST) training, the functioning of student study teams, and changes in special education referral and placement percentages. Problems. The study was designed to examine whether or not (a) SST training resulted in schools having fewer referrals for assessment and minimized inappropriate referrals to special education, (b) the structure and function of student study teams differed as a result of SST training, (c) the structure and function of these teams, school enrollment, socio-economic factors, and available school resources contributed to differences in special education referral and placement percentages, and (d) SST training provided a cost effective approach to reducing the number of students assessed and placed in special education programs. Procedures. Teams representing 27 of the 51 elementary schools in the San Juan Unified School District were trained in the SST model. Student study team chairpersons of the SST-trained and non-trained schools responded to a telephone questionnaire designed to gather information related to the composition and operation of their teams. Inferential and descriptive analysis techniques were utilized to describe the relationship among schools receiving SST training, the structure and function of the teams, the availability of school resources, and special education referral and placement percentages. The school district's 5-year referral and placement profile and the expenses associated with providing SST training were also described. Findings. In most instances, changes in the schools' special education referral and placement percentages were not found to be related to whether or not teams (a) received training in the SST model or (b) included specific team composition and operation variables. The study revealed that SST training did contribute to some changes in the structure and function of the schools' student study teams. Recommendations. This dissertation recommends procedural changes which could serve to further clarify the relationship between pre-referral interventions and subsequent IEP team placement decisions and outcomes. It also presents suggestions for future replication and follow-up studies.
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Thrasher, James Frank. "Teacher-student ethnicity, suspension/expulsion, and referrals to special education: Implications for African-American males." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2750.

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The purpose of this study was to examine the relationship between teacher ethnicity and student ethnicity as it might affect teacher decisions to refer the student for suspension, expulsion, or special education. One hundred, thirty-seven elementary and secondary school teachers read a case history vignette in which student ethnicity was varied. Teachers were asked to respond to a series of questions. Responses were grouped into three subscales, measuring the respondent's tendency to refer the student for suspension, expulsion, or special education, respectively. Data were analyzed with three sets of one-way analyses of variance, one for each of the three subscales. In each set of analyses, student ethnicity was held constant, with teacher ethnicity constituting the grouping variable. Tukey post-hoc comparisons were used to detect mean differences when overall F's were significant. The analyses indicated a trend (p =.08) for white teachers to refer for suspension. Post hoc analyses revealed that white teachers were more likely to refer white students for suspension than were African-American teachers. Significant main effects were also found for the expulsion variable in Asian students (p =.02) and the special education variable in Hispanic students (p =.04). White teachers were more likely than Asian teachers to refer Asian students for expulsion, and less likely than African-American teachers to refer Hispanic students to special education. Subsidiary analyses in which teacher ethnicity was held constant with student ethnicity constituting the grouping variable revealed that African-American teachers were more likely to refer Hispanic students to special education than African-American students. Asian teachers were more likely to refer Hispanic students for expulsion than Asian students. A trend (p =.06) emerged in the tendency of white teachers to refer white students more often than Asian students for special education. Hypothesis 1, hypothesis 2, and hypothesis 3 were only partially supported. The study did not reveal bias toward African American male students. However, there appears to be some relationship among teacher ethnicity bias, student ethnicity, suspension, expulsion, and special education.
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Books on the topic "Student referrals"

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Sam, Mr. Real World Big Yellow Bus Driver: Improve discipline, reduce referrals, increase safety, increase parental involvement and improve both the recruiting and the retention of school bus drivers. USA: SmashWords.com, 2013.

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Sam, Mr. Real World Big Yellow Bus Driver: Improve discipline, reduce referrals, increase safety, increase parental involvement and improve both the recruiting and the retention of school bus drivers. USA: SmashWords.com, 2013.

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Garcia, Shernaz B. Preventing inappropriate referrals of language minority students to special education. [Silver Spring, Md: National Clearinghouse for Bilingual Education, 1988.

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Knudson, Margaret R. W. The referral process of school intervention programs in Washington State to alcohol and drug assessment centers: A case study of four high schools. [Olympia, Wash.]: Washington State Dept. of Social and Health Services, Planning, Research & Development, Office of Research & Data Analysis, 1992.

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Jon, Carlson, and Dinkmeyer Don C, eds. Consultation: School mental health professionals as consultants. Muncie, Ind: Accelerated Development Inc., 1994.

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Jon, Carlson, ed. Consultation: Creating school-based interventions. 2nd ed. Philadelphia, PA: Brunner-Routledge, 2001.

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Jon, Carlson, ed. Consultation: Creating school-based interventions. 3rd ed. New York: Routledge, 2005.

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Parrella, Susan I. The effects of academic tracks/levels, teaching styles, and student characteristics on initial referrals to special education at the secondary level. 1990.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.

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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school performance as a critical piece of the diagnostic and treatment picture. The impact of related disorders, such as ADHD and executive function deficits, is discussed. Clinicians are advised to become familiar with school-based legal requirements, evaluations, and identification procedures for the benefit of students and their parents.
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Jagedeesh, T. R. A Computer Laboratory Referral for Diploma and Engineering Students. Sangam Books Ltd, 2001.

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Book chapters on the topic "Student referrals"

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Fedorchak, Diane, and M. Dolores Cimini. "Implementing Screening, Brief Intervention, and Referral to Treatment in College Student Behavioral Health Settings." In Promoting Behavioral Health and Reducing Risk Among College Students, 117–26. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-7.

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Chenery-Morris, Sam. "Students with practice referrals or concerns." In Grading Student Midwives’ Practice, 148–64. Routledge, 2020. http://dx.doi.org/10.4324/9780367430887-6.

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Thorsos, Nilsa J., Britt Ferguson, and J. B. Robinson. "Impact of COVID-19 on Student Success." In Educational Recovery for PK-12 Education During and After a Pandemic, 155–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6952-8.ch007.

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This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.
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Wright, Sarah J., Kate A. Helbig, Stefanie R. Schrieber, James R. Derieux, and Evan H. Dart. "Behavior Assessment." In Handbook of Behavioral Interventions in Schools, 50–70. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.003.0004.

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Behavior assessment describes the process of quantifying an operant dimension of student behavior, such that decisions can be made about the need for or effect of interventions. Assessment of behavior is essential to the successful implementation of intervention strategies, with failure of interventions often being attributed to lack of adequate assessment. The chapter describes the four primary purposes of behavioral assessment: universal screening, pre-intervention assessment, progress monitoring, and summative assessment. Next, the chapter describes various methods for assessment of behavior that may be utilized in school settings. Information is provided regarding direct behavior assessment and systematic direct observation, as well as systems for collecting such data on individual students and groups of students. Indirect behavior assessment through interviews, rating scales, office discipline referrals, and direct behavior ratings are also discussed. Finally, issues related to applied use of the described assessment tools are described.
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Daniel, Kimberly M., Cheryl H. Blackman, Katrina S. Kardiasmenos, and Ometha O. Lewis-Jack. "Using a Multi-Tiered System of Support." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities, 48–63. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch004.

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In the K-12 setting, multi-tiered models have emerged over the past 10 years to address academic and behavioral student issues. Various models (e.g., Response to Intervention or Positive Behavioral Supports) have been developed using a multi-tiered framework in an effort to be proactive and reduce special education referrals. Key components in this framework include teacher training, universal screenings, early intervention, on-going assessment, and use of evidenced-based practice. A review of the recent literature did not yield any studies related to the application of a multi-tiered model at the post-secondary level. This chapter describes the design of a multi-tiered support model for use at the college level. This proposed model utilizes a peer tutoring/mentoring program and other college support services. It is designed to coordinate campus services and provide various levels of support for incoming students at Bowie State University, especially those with pre-existing learning, behavioral and mental health issues.
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Landau, Carol. "No Shame, No Stigma." In Mood Prep 101, edited by Carol Landau, 203–12. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.003.0014.

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This chapter helps parents decide when their student needs psychological help and, if so, how to arrange it. The role of the primary care professional is crucially important, to examine medical illnesses and medications that might cause depression. In addition, primary healthcare professionals are increasingly able to diagnose psychiatric disorders and provide referrals for mental health problems. Parents need to ensure that a mental health professional is licensed, experienced with adolescents, and trained in cognitive behavior therapy or interpersonal therapy, the therapies with effectiveness in treating depression. The advantages and disadvantages of antidepressant medications are detailed. The chapter also includes a section on suicide and how to talk about it. Two cases of teens seeking consultation are described, along with their parents’ concerns. Vignettes about talking to reluctant teens about therapy are included.
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"The Referral Process." In College Students in Distress, 72–87. Routledge, 2013. http://dx.doi.org/10.4324/9780203725771-11.

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Jha, Vivekanand. "Chapter-42 Timely Referral to a Nephrologist." In Embryology for Medical Students, 299–307. Jaypee Brothers Medical Publishers (P) Ltd., 2008. http://dx.doi.org/10.5005/jp/books/10252_42.

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"Selection and Referral of Patients." In Group Psychotherapy for Students and Teachers (RLE: Group Therapy), 24–25. Routledge, 2014. http://dx.doi.org/10.4324/9781315754635-11.

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"Push vs. Pull: Sharing Information across a Physician Referral Network." In HIT or Miss for the Student, edited by Jonathan Leviss, 161–65. Boca Raton : Taylor & Francis, 2019. | “A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429196850-44.

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Conference papers on the topic "Student referrals"

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Moreira, Cintia Mariza do Amaral, Ana Carolina de Gouvea Dantas Motta, Juliano Melquiades Vianello, Rosilene de Athayde Gonçalves, and Carla Queiroz de Paula. "THE DISCIPLINE "BODY, CULTURE AND ENVIRONMENT IN A MASTER'S COURSE AT UNIVERSIDADE SANTA ÚRSULA, BRAZIL": LEARNING STRATEGIES AND COLLABORATIVE TEACHING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/11.

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The Professional Master's in Work Management for the Quality of the Built Environment, MPGTQAC has existed at the Universidade Santa Úrsula, Rio de Janeiro, Brazil, since the beginning of 2015. The body is one of the substantive elements of the course. It emerges as an elective discipline. The purpose of this communication is to refine the understanding of the central ideas of the discipline ‘Body, culture and environment’ of the master, combined with the situation of Covid 19. A complementary bibliography of the discipline was presented, and some works were described and commented on. We took Howard Becker's book “Mundos da Arte” Becker [1] as a theoretical reference in the pedagogical field, to move forward with the idea of collaborative pedagogical work. By confronting theory with pedagogical practice, we achieved two dynamics applied in the first half of 2020, during Pandemic Covid 19. The first, ‘Domestic ethnography before and after Covid 19’. Covid 19's impact on the home and student world was considered. Scenes in the residential environment of each student made it possible to visualize the accommodation of the houses, to the circumstances of the daily domestic and working lives of each student, during the Pandemic, with a strong impact on everyone's body scheme; the second, ‘Body and affection in Pandemic, from Paul Klee’, allowed students to express their questions and express the feelings and reflections arising from a world altered by the effect of the pandemic. Many of these issues are linked to one's body scheme. As a result of the proposed dynamics, the class reacted with hope of overcoming. In a balance between the restrictive situations of the Pandemic, which often led to the feeling of sadness, fear and malaise, and, prospective situations, after the Pandemic, the group envisioned the possibility of advancing and overcoming a localized period of impossibility circulation and contact. Faced with current limits and future possibilities, the group showed a positive expectation for the future. The reflection based on the study of dynamics carried out during the course 'Body, culture and environment' allows us to think about the possibility of replicating playful referrals similar to those described here, for the next times that the discipline is taught.
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Linden, Kelly, Neil Van Der Ploeg, Ben Hicks, and Prue Gonzalez. "Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0124.

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Established first year design principles highlight the need to provide early response systems for students who appear to be disengaging with targeted communication regarding available support services. One thousand, one hundred and s students were identified in session 1 that either: did not submit a pre-census early assessment item; or had limited learning management system activity. These students were then offered timely support, including on-the-spot advice and referral to other pre-existing support structures within the University. Students were identified from 77 subjects offered to commencing students, taught across 182 offerings. Of the students identified, 607 chose to defer or withdraw from their studies while 554 students remained. This raises the question, what became of those remaining students?
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Cabrera, Joey A., Markdy Y. Orong, Nelpa N. Capio, Arnel Filarca, Eden Neri, and Ariel R. Clarin. "A Data Mining Approach for Student Referral Service of the Guidance Center." In ICSIM '20: The 3rd International Conference on Software Engineering and Information Management. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3378936.3378958.

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Xu, Y., and K. Schwartzman. "The Yield of Referrals for Positive Baseline Tuberculin Skin Tests among Health Professional Students and Workers." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a5282.

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Irniyah, Ewit, Amat Mukhadis, and Tri Atmadji.S. "Development of the Referral Vocational High Schools based on the Students Quantity and Networking Road Maps in Malang Raya." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.2.

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Sharma, Manoj, and Alpana Sharma. "Truth of evidence collection, follow up and patient retrieval systems for gynaecological cancer patients: An Indian survey." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685351.

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Introduction: The Evidence Based Medicine in oncological sciences is founded on many factors. Pathetic state of patient retrieval system and follow up are some of the inherent problems faced in developing countries. The absence of follow up seems to affect the patient survival, intervention in case of predictive recurrence, and it also fails to fortifies authenticity of research and survival data. Paper outlines histrionics, evolved/recommended methodologies, nationwide survey with regards to authenticity of Evidence Based Practices in Oncological research. It opens the facts sheet of awareness, practice of follow-up and obstacles faced in India institutions. Relevant for obstetricians adopting Gynec Oncology. Aims and Objective: (1) To Evaluate the Evidence based practice of Gynec Oncology, (2) To evaluate the effectiveness of follow up methodologies, (3) Compliance of institutions and oncologist with regards to follow-up of Gynec cancer patients. Materials and Methods: The follow up methodology propagated; 1–6 address system (IARC 3 Address System), 2-Postcarding, 3-SMS/Telephony, 4-Door to door patient retrieval, 5-Family Physician referrals/feedback, 6-Software Alert on follow up defaulters in the Hospital Based Cancer Registry. etc. A stock taking was started 10 years back with repeated circulars on dates of “The National Cancer Calendar” (one date every months) that were sent to some 10,000 E-mail address of personnel/institutions connected with oncological sciences. Over five years 150 postgraduate examinees and 50 faculty in various institutions were interviewed on their 1 - Practicing Evidence Based Gynec Oncology and 2 - Understanding of Follow up/patient retrieval system practices in Gynec cancers. As an inspector of a major medical accreditation institution 50 institutions were inspected and existence of their follow up methodologies were evaluated. 100 post graduate dissertations reviewed, were studied with regards to status of follow up in the study carried out or the existence of follow-up system in the institution. Undergraduate students and their text books were searched if they are educated about follow up and necessity of patient retrieval system and its significance in Medical sciences. Faculty/Specialist of Obs and Gyn departments were interviewed for the same. Observations and Results: Response to circulars on follow up in cancer patients was cold shouldered, 95 percent of examinee PG students did not know how to follow up the cancer patients, out which as many as 90 percent of their institutions did not have any follow up system in order. 99 percent of dissertation did not show any effort from the side of candidate for patient retrieval system in order to fortify the research data. Only 20 percent institutions had infrastructure and significant effort (including door to door retrieval) on following up the patients that are treated there. Non of the undergraduate text books had guidelines or teaching in follow up so were total blankness of concept of follow up with undergraduate students. The awareness of Evidence based practice of Gynec oncology in most of the faculty of Obs and Gyne Departments was abysmal and “Not Necessary or Not possible” issue. Conclusion: Death and prolongation of survival both in curable and not so curable gynec cancers is directly related to Patient retrieval through follow up that generates evidence on Indian patients. In order to improve the survival and timely therapeutic intervention, follow up has to be strengthen at under graduate and post graduate medical teaching. This also applies for the authenticity of oncological research data that is produced in large numbers in developing countries. This is especially significant in the large poor socio economic gynec cancer patient population with poor literacy levels and far off homes from cancer treatment centres.
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