Journal articles: '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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Mitchell, Julie, and Nathalie Soini. "Student Involvement for Student Success: Student Staff in the Learning Commons." College & Research Libraries 75, no. 4 (July 1, 2014): 590–609. http://dx.doi.org/10.5860/crl.75.4.590.

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How do you effectively train and assess student staff in a learning commons environment? How do you foster a student-led approach while maintaining accurate and high-level service? How do you create an environment where student staff are engaged and motivated to succeed? Peer-to-peer service models are fundamental to many learning commons environments and contribute to student success. Many student-delivered services in learning commons compliment programs traditionally offered exclusively by professional staff such as librarians, IT professionals, learning specialists or student affairs personnel. In such service models, students are the front line contact and the need for knowledgeable assistance and accurate referrals remains paramount. This article presents the findings of a study that investigated how training and assessment is approached with student staff in a learning commons environment. Learning commons coordinators and supervisors from across North American shared how they train students (methods and content), approach ongoing professional development of student staff, and how they monitor or assess the overall quality and accuracy of their student service models. The survey results and tangible examples offer insights and strategies for fostering an engaged student team, driven to deliver a high level of service.

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Guess, Nathan, Henry Fischbach, Andy Ni, and Allen Firestone. "420 Evaluating the Rate of Referral for Obstructive Sleep Apnea in a Pre-Doctoral Dental Clinic Using the STOP-Bang Questionnaire." Sleep 44, Supplement_2 (May 1, 2021): A166. http://dx.doi.org/10.1093/sleep/zsab072.419.

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Abstract Introduction The STOP-Bang Questionnaire is a validated instrument to assess an individual’s risk for obstructive sleep apnea (OSA). The prevalence of OSA is estimated at 20% in the US with only 20% of those individuals properly diagnosed. Dentists are being asked to screen and refer patients at high risk for OSA for definitive diagnosis and treatment. The aim of this study was to determine whether patients in a dental school student clinic who were identified as high-risk for OSA, were referred for evaluation of OSA. Methods All new patients over the age of 18 admitted to The Ohio State University - College of Dentistry complete an “Adult Medical History Form”. Included in this study were 21,312 patients admitted between July 2017 and March 2020. Data were extracted from the history form to determine the STOP-Bang Score for all patients: age, sex, BMI, self-reported snoring-, stopped breathing/choking/gasping while sleeping-, high blood pressure-, neck size over 17” (males) or 16” (females)-, and tiredness. Each positive response is a point, for a maximum of 8 points possible. Additionally, any previous diagnosis of sleep apnea, and the patient’s history of referrals were extracted from the health record. According to clinic policy, if the patient did not have a previous diagnosis for OSA noted in the health history, and scored 5 or more on the STOP-Bang Questionnaire, they should receive a referral for an evaluation for OSA. Notes and referral forms were reviewed to determine if the appropriate referrals occurred for patients at high risk without a previous diagnosis. Results Of the 21,312 patients screened; 1098 (5.2%) screened high-risk for OSA, of which 398 had no previous diagnosis of OSA. Of these 398 patients, none (0%) had referrals for further evaluation for OSA. Conclusion The rate of appropriate referrals from a student dental clinic with an electronic health record was unacceptably low. Continued education and changes to the electronic health record are needed to ensure those at high-risk for OSA are appropriately referred and managed. Support (if any):

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Martinez, Andrew, Susan D. McMahon, and Stan Treger. "Individual- and School-Level Predictors of Student Office Disciplinary Referrals." Journal of Emotional and Behavioral Disorders 24, no. 1 (May 25, 2015): 30–41. http://dx.doi.org/10.1177/1063426615588289.

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Wahl, Kimberly R., Brittany L. Woolf, Matthew A. Hoch, Alan J. Zillich, and Karen Suchanek Hudmon. "Promoting Pharmacy-Based Referrals to the Tobacco Quitline." Journal of Pharmacy Practice 28, no. 2 (December 18, 2013): 162–65. http://dx.doi.org/10.1177/0897190013515711.

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Objective: To conduct a pilot study of a student-delivered academic detailing initiative to promote brief, pharmacy-based tobacco cessation interventions, and referrals to the tobacco quitline. Methods: Pharmacy students (n = 11) received training and delivered academic detailing sessions for promoting brief tobacco cessation interventions at community pharmacies (n = 37). Six months after the session, a survey was faxed to each pharmacy to assess (1) the quality and acceptance of the academic detailing session and the materials provided during the session and (2) tobacco cessation counseling perceptions and practices. Results: Pharmacists from 30 (81%) sites responded to the survey; of these, 37% reported that they increased the number of patients asked about smoking since the academic detailing session, 70% reported an increase in the number of participants advised to quit smoking, 57% reported an increase in the number of patients counseled, and 50% reported routinely providing referrals to the tobacco quitline. Conclusion: pharmacy students are capable of providing academic detailing for brief tobacco cessation interventions in community pharmacies. Results of this pilot study suggest a positive impact of this service on pharmacists’ counseling behavior for tobacco cessation.

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Van Raalte, Judy L., Allen E. Cornelius, Staci Andrews, Nancy S. Diehl, and Britton W. Brewer. "Mental Health Referral for Student-Athletes: Web-Based Education and Training." Journal of Clinical Sport Psychology 9, no. 3 (September 2015): 197–212. http://dx.doi.org/10.1123/jcsp.2015-0011.

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Physically and mentally healthy student-athletes are in a good position to thrive academically, socially, and athletically. Unfortunately, many student-athletes fail to get the mental health help they need due to factors such as lack of knowledge and mental health stigma. The purpose of this research was to create and evaluate a multimedia, interactive website (www.SupportForSport.org) to enable student-athletes to gain the necessary knowledge and confidence to make effective mental health referrals. Study 1 was conducted to determine if the website functioned as intended. In Study 2, 27 intercollegiate athletic directors and coaches evaluated the website. Their favorable evaluations led to Study 3, a controlled field trial with a national sample of 153 student-athletes. Results indicated that viewing the www.SupportForSport.org site resulted in enhanced mental health referral knowledge and efficacy relative to a control group. These results suggest that tailored online programming can affect outcomes for student-athletes across geographic regions and resource availability levels.

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Sawyer, Dr Felicia, Dr Bobbie Little, Dr Darlene Cantey, and Principal Lionel Martin. "Using Data to Drive Instruction: A Comparative Study of Lexia Scores to Other Reading Assessments, Attendance, Grades, and Behavior." International Journal of Contemporary Research and Review 9, no. 04 (April 7, 2018): 20318–44. http://dx.doi.org/10.15520/ijcrr/2018/9/04/493.

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The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).

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Gage, Nicholas A., Alvin Larson, George Sugai, and Sandra M. Chafouleas. "Student Perceptions of School Climate as Predictors of Office Discipline Referrals." American Educational Research Journal 53, no. 3 (June 2016): 492–515. http://dx.doi.org/10.3102/0002831216637349.

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Dolfi, Marie A., and Jeffrey L. Edleson. "Increasing Student Self-Referrals for Social Work Services: A Program Evaluation." Children & Schools 7, no. 3 (1985): 160–70. http://dx.doi.org/10.1093/cs/7.3.160.

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Arbuckle, Julianne, and Darwin Gale. "A Comparison of the Psychosocial Developmental Levels of Traditional Freshman and Nontraditional Freshman Students: Are They Really Different?" NACADA Journal 16, no. 1 (March 1, 1996): 21–27. http://dx.doi.org/10.12930/0271-9517-16.1.21.

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Data collected during new-student orientation on nontraditional-age freshman and traditional-age freshman students, who had never before attended an institution of higher education, indicated that there were more psychosocial similarities than differences between them. This research suggests that first-entry nontraditional students experience some of the same needs and concerns in higher education as do their younger peers. Referrals to existing advising services may help these students overcome discouragements and barriers to success in their educational endeavors.

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Gion, Cody, Kent McIntosh, and Keith Smolkowski. "Examination of American Indian/Alaska Native School Discipline Disproportionality Using the Vulnerable Decision Points Approach." Behavioral Disorders 44, no. 1 (May 31, 2018): 40–52. http://dx.doi.org/10.1177/0198742918773438.

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The present study examined the extent to which racial disproportionality in office discipline referrals (ODRs) exists between American Indian/Alaska Native (AIAN) and White students in elementary ( n = 140), middle ( n = 67), and high ( n = 48) schools. A multilevel logistic regression model was applied to examine overall levels of ODR disproportionality. For school levels with significant disproportionality, patterns of ODRs were analyzed to examine disproportionality of subjectively defined ODRs within the contexts of (a) student ethnicity, (b) time of day, (c) location, (d) severity of problem behavior, and (e) student gender. Results showed a sizable difference in subjective ODRs between AIAN and White students at the high school level.

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Fan, Stacy, Jesse Hackett, Kristina Lutz, Graham Heaton, Caitlin Symonette, and Aaron Grant. "Regional Wait Times for Patients With Nonmelanoma Skin Cancer in Southwestern Ontario." Plastic Surgery 28, no. 1 (October 23, 2019): 5–11. http://dx.doi.org/10.1177/2292550319880918.

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Background: Nonmelanoma skin cancer (NMSC) affects many Canadians. Although morbidity and mortality are rare, the burden to patients and the health-care system is significant. This study aims to evaluate current plastic surgery wait times and care pathways for patients with NMSC in Southwestern Ontario. Methods: A retrospective chart review of 225 patients treated in Ontario from 2015 to 2018 was conducted. Inclusion criteria included patients with an NMSC managed with surgical excision. Referral information was compared. Primary outcomes were wait times: from referral to consultation, referral to excision, and consultation to excision. Data were analyzed using Student t test with equal variance. Results: One-hundred forty-three patients were included from the academic cohort and 82 from the community cohort. Referrals to academic and community surgeons included lesion location (90% and 97.6%, respectively), but less frequently included size (18% and 29.2%, respectively). Most referrals to academic surgeons included biopsy results (78.6%), as opposed to community referrals (25.6%). Patients in the academic cohort waited 15.3 ± 12.7 weeks from referral to consultation, and 15.7 ± 13 weeks from referral to excision. Patients from the community cohort waited significantly shorter periods of 4.9 ± 3.1 ( P < .001) and 11.7 ± 9.9 weeks ( P = .016), respectively. However, patients of the academic cohort waited 2.4 ± 7.1 weeks from consultation to excision, while patients in the community cohort waited 6.7 ± 9.6 weeks ( P < .001). Rates of negative peripheral margins on pathology were similar between groups, at 89.5% of the academic cohort and 88.9% of the community cohort. Deep margins were positive 5.7% of the time at the academic sites and 6.2% of the time in the community. Conclusions: Patients referred to academic centres waited significantly longer periods of time in several parameters compared to those referred to a community surgeon. However, academic surgeons often had expedited consultation-to-excision time frame. This study provides important data for future quality improvement initiatives in NMSC care.

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Jordan, Jeffrey L., and Bulent Anil. "Race, Gender, School Discipline, and Human Capital Effects." Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 419–29. http://dx.doi.org/10.1017/s1074070800002893.

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Noncognitive factors such as discipline (and its mirror, punishment in the form of discipline referrals) can affect school and labor market outcomes, human capital development, and thus the economic well–being of communities. It is well–known throughout the United States, but particularly in rural areas of the south that black males drop out of school more frequently than white males, face higher levels of unemployment, and are incarcerated at a disproportionate rate compared with their white cohorts. Also students in low–income homes were three times more likely to drop out than those from average–income homes and nine times more likely than students from high–income homes. This paper tests the hypothesis that the odds of a student being referred for disciplinary action in the middle school setting (8th grade) increases if the student is male, black, in special education classes, or is poor. We conclude that is indeed the case, with the exception of students assigned to special education classes. In particular, we find that low income students are up to eight times more likely to be sent for disciplinary referrals than others. We next tested the hypothesis that the gender and race of the teachers who refer students for disciplinary action have a significant impact on the first hypothesis. Here the evidence that there is a “color to discipline“ in this school district is weak.

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Thabrew, Hiran, Harshali Kumar, Mary Goldfinch, Alana Cavadino, and Felicity Goodyear-Smith. "Repeated Psychosocial Screening of High School Students Using YouthCHAT: Cohort Study." JMIR Pediatrics and Parenting 3, no. 2 (October 26, 2020): e20976. http://dx.doi.org/10.2196/20976.

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Background Psychosocial problems are common during adolescence and can have long-lasting effects on health and on academic and social functioning. YouthCHAT, an electronic HEEADSSS (home, education, eating, activities, drugs and alcohol, suicide and depression, sexuality and safety)-aligned instrument, has recently been demonstrated to be an acceptable and effective school-based psychosocial screener for 13-year-old (Year 9) high school students. Objective This study aims to compare acceptability and detection rates with repeated YouthCHAT screenings of high school students when they are 13 years old (Year 9) and 14 years old (Year 10). Methods We invited all Year-10 students to complete a YouthCHAT screening in 2018. Rates of positively identified issues were compared between the subset of students screened in both 2017 and 2018. Student acceptability toward YouthCHAT was investigated through focus group sessions. Onward clinical referral rates in 2018 were also investigated to explore the potential referral burden following screening. Data analysis for rates of positively identified issues were conducted with the McNemar test. Chi-square, Fisher exact test, and Kruskal-Wallis test were used to analyze the focus group data. Results Of 141 eligible Year-10 students, 114 (81%) completed a YouthCHAT screening during 2018, and 97 (85%) of them completed it for a second time. Apart from depression, which increased (P=.002), and perceived life stress, which decreased (P=.04), rates of identified issues were broadly similar between 13 and 14 years of age. Repeated screenings via YouthCHAT was acceptable to students and time-efficient (mean, 6 minutes and 32 seconds) but did not reduce the overall number of individuals with identified issues. Onward clinical referrals from positive screens were mostly managed by school-based health services without the need for external referrals. Conclusions Although further evaluation is needed, our results support the value of YouthCHAT as an acceptable and effective instrument with which to achieve routine identification of psychosocial issues and early intervention within a high school environment.

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Barnhoorn, Pieter C., Jan H. Bolk, Marleen W. Ottenhoff- de Jonge, Walther N. K. A. van Mook, and Arnout Jan de Beaufort. "Causes and characteristics of medical student referrals to a professional behaviour board." International Journal of Medical Education 8 (January 15, 2017): 19–24. http://dx.doi.org/10.5116/ijme.584b.d591.

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Gbolo, Simone, and Tabitha LaShaun Grier-Reed. "An African American Student Networking Group in an Urban High School: Experiences and Outcomes." Urban Education 54, no. 9 (April 1, 2016): 1210–32. http://dx.doi.org/10.1177/0042085916641170.

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Educational disparities are deeply entrenched in U.S. society. Our research focused on a move toward equity and investment in one Midwestern charter school via the implementation of the African American Student Network. Participants were 15 male and 15 female students in Grades 9 to 12 who participated in the network for one semester. Qualitative analysis of focus group interviews revealed that students in the network experienced safety, support, empowerment, affirmation, and connectedness. Quantitative analysis revealed that pre- and post-test grade point averages (GPAs), disciplinary referrals, and attendance trended in promising directions although there were no statistically significant differences.

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Feldmann, Louise Mort. "Information Desk Referrals: Implementing an Office Statistics Database." College & Research Libraries 70, no. 2 (March 1, 2009): 133–41. http://dx.doi.org/10.5860/0700133.

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In fall 2006, Colorado State University Libraries in Fort Collins, Colorado, underwent an administrative reorganization. Part of this reorganization involved changing Morgan Libraries’ Reference Desk to an Information Desk from which staff and student assistants would provide reference referrals to librarians. To gather statistics and track the success of this new service, the College Liaison Librarians, formerly known as Subject Librarians, implemented an office statistics database to record and track referrals received in their offices from Information Desk staff. This database evolved to also provide a centralized online area to collect numbers of office reference transactions. This paper discusses the reasons behind the office statistics database’s creation and the statistics it provides CSU Libraries College Liaison Librarians.

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Bianco, Margarita. "The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs." Learning Disability Quarterly 28, no. 4 (November 2005): 285–93. http://dx.doi.org/10.2307/4126967.

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This study investigated the effect of the disability labels learning disabilities (LD) and emotional and behavioral disorders (EBD) on public school general education and special education teachers' willingness to refer students to gifted programs. Results indicated that teachers were significantly influenced by the LD and EBD labels when making referrals to gifted programs. Both groups of teachers were much less willing to refer students with disability labels to gifted programs than identically described students with no disability label. Additionally, when compared to general education teachers, special education teachers were less likely to refer a gifted student, with or without disabilities, to a gifted program.

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Chin, Jenna K., Erin Dowdy, and Matthew P. Quirk. "Universal Screening in Middle School." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 53–60. http://dx.doi.org/10.1177/0734282912448137.

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Universal screening is a promising approach for identifying students at risk for behavioral and emotional problems. Due to the frequent adolescent onset of behavioral and emotional problems, middle school is an important time for early identification. This study explored the ability of the Behavioral and Emotional Screening System (BESS) to predict behavioral outcomes (i.e., behavioral grades, suspensions, and office disciplinary referrals) in a sample of 694 middle-school students. Both the teacher and student rated BESS forms were able to significantly predict behavioral outcomes. Findings suggest that the BESS can be an effective tool for identifying students at risk of experiencing behavior problems.

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Griffin, Dana, and John P. Galassi. "Parent Perceptions of Barriers to Academic Success in a Rural Middle School." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400109.

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In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative analysis of the data revealed six common barrier themes for the two groups and two additional themes for parents of academically at-risk students. The results are discussed with respect to the Hoover-Dempsey and Sandler model of parental involvement and the school counselor's role in school-family-community collaboration.

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Scherer, C. Angelique, and W. Kyle Ingle. "PBIS Implementation Fidelity and Student Outcomes in an Urban School District." Voices of Reform 3, no. 2 (December 29, 2020): 96–117. http://dx.doi.org/10.32623/3.10007.

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The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.

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Asanad, Kian. "Novel Model System at a Student-Run Mobile Clinic to Increase Referrals Adherence." Community Medicine & Public Health Care 3, no. 3 (November 4, 2016): 1–3. http://dx.doi.org/10.24966/cmph-1978/100021.

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Moreno, Gerardo, and Francisco X. Gaytán. "Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams." Emotional and Behavioural Difficulties 18, no. 1 (March 2013): 88–101. http://dx.doi.org/10.1080/13632752.2012.675132.

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Simonsen, Brandi, Lucille Eber, Anne C. Black, George Sugai, Holly Lewandowski, Barbara Sims, and Diane Myers. "Illinois Statewide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 14, no. 1 (July 7, 2011): 5–16. http://dx.doi.org/10.1177/1098300711412601.

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More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the effects of implementing SWPBS, with and without fidelity across time, on student behavior and academic outcomes (office discipline referrals, suspensions, and state-wide test scores in reading and math) for a sample of 428 Illinois schools implementing SWPBS. Results indicate that (a) most schools implemented with fidelity and maintained or improved student performance across time and (b) implementation fidelity was associated with improved social outcomes and academic outcomes in math. Study limitations and implications are discussed.

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Adams, Jennifer R., James M. Benshoff, and Sonja Y. Harrington. "An Examination of Referrals to the School Counselor by Race, Gender, and Family Structure." Professional School Counseling 10, no. 4 (April 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000412.

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This article reports on a study addressing student referral differences based on family structure, gender, and race in teacher-initiated contact to school counselors. Researchers used secondary data from the National Education Longitudinal Study. They used logit log linear analyses in this data analysis. Significant differences existed for all three variables–race, gender, and family structure–with teachers more likely to contact the school counselor when the student was male, African American, or living in a non-intact family structure.

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Daprano, Corinne M., Megan L. Coyle, and Peter J. Titlebaum. "Student Employee Recruitment and Retention through Campus Partnerships." Recreational Sports Journal 29, no. 2 (November 2005): 108–16. http://dx.doi.org/10.1123/rsj.29.2.108.

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Student employees play a critical role in the operation of student recreation centers. One of the challenges faced by many recreational sports departments is the ongoing need to recruit and retain these student employees. Recruitment can be done through word of mouth, current employee referrals, and on-campus advertising. Retention can be accomplished through competitive pay rates, flexible work hours, a challenging and exciting work environment, and opportunities to advance, among other strategies (Chelladurai, 1999). Recruitment and retention are important considerations for any recreational sports department, large or small, because student employees have an enormous impact on both the quantity and quality of programs and services offered by the department. This article proposes a strategy for establishing partnerships with academic departments to aid in the recruitment and retention of student employees. These collaborative partnerships have the ability to benefit students, the recreational sports department, academic departments, and university student retention efforts. This article outlines how to establish and implement these relationships and proposes several possible partnerships between recreational sports and various academic departments. Following a description of this strategy is an example of a partnership that has been successfully established at one Midwestern university.

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Sulaiman, Rizkariani, and Sulastri. "Types and Factors Causing Plagiarism in Papers of English Education Students." Inspiring: English Education Journal 1, no. 1 (March 20, 2018): 95–104. http://dx.doi.org/10.35905/inspiring.v1i1.836.

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The purpose of this study is to determine the type of plagiarism contained in student papers on the subject of Introduction to Literature and the factors causing students to do plagiarism. Researchers used descriptive quantitative research methods to answer both research questions. In this study, this type of plagiarism is examined using unpaid online applications and manuals to determine the type of plagiarism based on indicators of government regulation no. 17 year 2010. While the factors causing plagiarism obtained through the responses of respondents to a given questionnaire. Population in research is one semester student majoring in English Education. The total population was 50 students and the sample in the study was 44. The results of the study show that type 1 plagiarism is the most dominant type appearing in student papers, followed by plagiarism types 2, 3 and 4. Chapters 1 and 2 in most papers are chapters where the chances of plagiarism occur most often. Then, the factors that cause students to practice plagiarism are: a) lack of understanding how to cite and write references well so not confident in composing academic writing; b) limited access to referrals and c) student attitudes which often delay and hasten in completing tasks.

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Putnam, Robert F., James K. Luiselli, Marcie W. Handler, and Gretchen L. Jefferson. "Evaluating Student Discipline Practices in a Public School Through Behavioral Assessment of Office Referrals." Behavior Modification 27, no. 4 (September 2003): 505–23. http://dx.doi.org/10.1177/0145445503255569.

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Pas, Elise T., Catherine P. Bradshaw, and Mary M. Mitchell. "Examining the validity of office discipline referrals as an indicator of student behavior problems." Psychology in the Schools 48, no. 6 (May 16, 2011): 541–55. http://dx.doi.org/10.1002/pits.20577.

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Giordano, Amanda L., and Craig S. Cashwell. "An Examination of College Counselors' Work With Student Sex Addiction: Training, Screening, and Referrals." Journal of College Counseling 21, no. 1 (April 2018): 43–57. http://dx.doi.org/10.1002/jocc.12086.

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Tanaka, Cathy, Katherine L. Richards, Leilani S. L. Takeuchi, Mitchell Otani, and Jay Maddock. "Modifying the Recess Before Lunch Program." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 1–7. http://dx.doi.org/10.32398/cjhp.v3i4.1776.

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Moving recess before lunch (RBL), though a simple schedule change, may provide many benefits for both students and elementary schools. Having recess before lunch has been shown to decrease plate waste (Bergman, et al., 2003; Gettlinger, 1996; Montana OPI, 2003; Ruppenthal & Hogue, 1977), and may improve discipline problems. The RBL schedule change has not previously been implemented in Hawai‘i schools. The purpose of this pilot study was to assess the feasibility of implementing a modified version of RBL into elementary schools in Hawai‘i . The modified version of RBL allows for implementation into a three-bell lunch system, a system used by many elementary schools in Hawai‘i. A one-grade-per-lunch period RBL switch was assessed among 6th grade students for 1) shorter lunch line wait, 2) increased access to recess equipment 3) decrease in conduct-related referrals, and 4) moderate decrease in food and milk waste for the affected grade(s). Results indicate a significant decrease in lunch line wait, a decrease in discipline referrals, and a slight non-significant decrease in lunch waste. Additional comments from administrators and teaching staff indicate positive changes in student behavior on the playground, in the cafeteria, and in the classroom. One major finding was the reduction in discipline problems after the implementation of RBL, as seen in both the quantitative referral counts and qualitative teacher and administrator questionnaires. The positive results of this study support further implementation of RBL into schools in Hawai‘i. Kaneohe Elementary School has continued to apply recess before lunch to the sixth grade lunch periods and is considering further implementation into other grades. The Hawai‘i Action for Healthy Kids team plans to approach more schools in Hawai‘i about using the modified recess before lunch program.

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Safran, Stephen P., and Joan S. Safran. "Intervention Assistance Programs and Prereferral Teams." Remedial and Special Education 17, no. 6 (November 1996): 363–69. http://dx.doi.org/10.1177/074193259601700607.

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There has been an unprecedented growth of school prereferral programs and intervention assistance teams since the late 1970s. In this article we discuss their history, rationale, and philosophical perspectives, report on their legal and public policy basis, and evaluate the research base. Several university-initiated model programs and professional development activities have reduced the number of referrals for special education and increased the use of consultation services. However, only research in Mainstream Assistance Teams has directly demonstrated student improvement in learning and behavior. Implications for future research and strategies for serving students who are difficult to teach are discussed.

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Smith, Stephen W., John E. Lochman, and Ann P. Daunic. "Managing Aggression Using Cognitive-Behavioral Interventions: State of the Practice and Future Directions." Behavioral Disorders 30, no. 3 (May 2005): 227–40. http://dx.doi.org/10.1177/019874290503000307.

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Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral disorders (EBD). Teachers who work with students with EBD have traditionally relied on externally applied behavioral techniques to manage aggressive behavior, but researchers more recently have studied interventions that use traditional behavioral principles of behavior change along with cognitive components to increase student self-regulation, prevent or ameliorate aggressive behavior patterns, and increase constructive social interactions and long-term behavioral change. With this in mind, we examine aggression from a contextual social cognitive perspective, describe the cognitive-behavioral approach to intervention, provide examples of cognitive-behavioral programs aimed at reducing aggression and teaching appropriate replacement behaviors, and conclude with comments about the future direction of cognitive-behavioral interventions in classrooms for students with EBD

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Sullo, Elaine. "Chat Transcript Analysis Reveals that Undergraduate Students are Open to Instruction, While Instructors and Librarians Care About Supporting Student Learning." Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 128. http://dx.doi.org/10.18438/b8q623.

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A Review of: Jacoby, J., Ward, D., Avery, S., & Marcyk, E. (2016). The value of chat reference services: A pilot study. portal: Libraries and the Academy, 16(1), 109-129. https://doi.org/10.1353/pla.2016.0013 Abstract Objective – To investigate student, instructor, and librarian perspectives of chat reference service in the context of first-year undergraduate students conducting research for an introductory composition course. Design – Focus groups, individual interviews, and surveys. Setting – A large, public university in the United States of America. Subjects – 57 library reference providers, 36 instructors of an introductory composition course, and approximately 936 undergraduate students in certain sections of the introductory composition course who were assigned a specific research project. Methods – In spring of 2014, all participants were invited via email to respond to an anonymous chat transcript of a librarian interacting with a student working on his or her research project. Study participants could participate via a brief survey or by taking part in a focus group or individual interview. The invited instructors were asked to forward the invitation to the students in their sections, and reminder emails were sent two weeks after the initial email. Main Results – Nine instructors, 24 students, and 25 library reference providers participated in the study, representing a response rate of 25%, 3% (estimated), and 44%, respectively. The authors conducted a qualitative analysis of key themes that were derived from both the focus groups or individual interviews and the survey questions. The themes were: students as novice researchers, question negotiation, open and closed questions, instruction, speed and convenience, customer service, and referrals. The theme of “students as novice researchers” is based on student comments related to their frustrations of being inexperienced researchers, as well as librarian comments on strategies for helping these students. Opinions regarding the traditional reference interview, including specific techniques that made the interaction successful, were categorized as “question negotiation.” The “open and closed questions” theme focused on feedback on the types of questions used by librarians in the reference interview. Several components related to chat and instruction were encompassed within the “instruction” theme, including whether those participating in the study were conscious of librarians providing instructions via chat and whether it was deemed valuable; the impact of a library instruction session in which students participated; and identification of missed teachable moments during the chat. The “speed and convenience” theme represented thoughts regarding the balance of instruction and librarian support of news skills, with the student expectation of having their question answered quickly and efficiently. The “customer service” theme focused on the service quality of the reference transaction, while the “referrals” theme encompassed thoughts related to whether students were referred to subject specialists, writing specialists, instructors, or if there was a lack of a referral altogether. Conclusion – Based on the research results, the authors highlighted the importance of the interconnectedness of teaching that is done in the classroom, in library instruction sessions, and on the reference desk, as all three types of instruction should align. Furthermore, because students are open to instruction via the chat service when they are creating and revising their research question and delving into subject research, chat can be viewed as a key teaching and learning opportunity.

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Sulaiman, Rizkariani. "TYPES AND FACTORS CAUSING PLAGIARISM IN PAPERS OF ENGLISH EDUCATION STUDENTS." Journal of English Education 3, no. 1 (May 11, 2018): 17–22. http://dx.doi.org/10.31327/jee.v3i1.471.

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The purpose of this study is to determine the type of plagiarism contained in the student papers on the subject of Introduction to Literature and the factors causing students to do plagiarism. Researchers used descriptive quantitative research methods to answer both research questions. In this study, this type of plagiarism is examined using unpaid online applications and manuals to determine the type of plagiarism based on indicators of government regulation no. 17, 2010. While the factors causing plagiarism obtained through the responses of respondents to a given questionnaire. Population in research is one semester students majoring in English Education. The total population was 50 students and the sample in the study was 44. The results of the study show that type 1 plagiarism is the most dominant type appearing in student papers, followed by plagiarism types 2, 3 and 4. Chapters 1 and 2 in most papers are chapters where the chances of plagiarism occur most often. Then, the factors that cause students to practice plagiarism are: a) lack of understanding how to cite and write references well so not confident in composing academic writing; b) limited access to referrals and c) student attitudes which often delay and hasten in completing tasks.

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Dekruyf, Lorraine, Richard W. Auger, and Shannon Trice-Black. "The Role of School Counselors in Meeting Students’ Mental Health Needs: Examining Issues of Professional Identity." Professional School Counseling 16, no. 5 (January 2013): 2156759X0001600. http://dx.doi.org/10.1177/2156759x0001600502.

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The professional identity of school counselors has evolved over time. This article traces the historical context driving this evolution, and suggests it is time for the profession to conjoin the roles of educational leader and mental health professional. This proposal is prompted by heightened awareness of unmet student mental health needs, referrals that go unmet, school counselors displaced by other mental health providers in schools, the potential loss of the unique school counselor role, and the natural link between the mental health professional role and the array of personal-social factors that impact student achievement. A conjoint professional school counselor identity that includes the roles of both educational leader and mental health professional positions school counselors to better respond to all students, including those with mental health needs. This article discusses potential roadblocks and offers suggestions for action.

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de Baca, Mary Rose C., Cecilia Rinaldi, Shelley H. Billig, and Beatriz Martinez Kinnison. "Santo Domingo School: A Rural Schoolwide Project Success." Educational Evaluation and Policy Analysis 13, no. 4 (December 1991): 363–68. http://dx.doi.org/10.3102/01623737013004363.

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A rural school serving a disadvantaged Native American population had a long history of high student absenteeism, low achievement, fragmented services, limited staff development, and a lack of strong ties among the school, parents, and community. Using the schoolwide-project option allowed in the 1988 Hawkins-Stafford Amendments to Chapter 1, the school restructured its compensatory and regular education services. After two years, the school experienced lower student absenteeism, higher achievement, increased student self-esteem, reduced numbers of referrals to special education, and increased parent and community involvement. The authors of this case study conclude that the schoolwide-project option was central to the school’s improvement efforts.

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Anyon, Yolanda, Anne Gregory, Susan Stone, Jordan Farrar, Jeffrey M. Jenson, Jeanette McQueen, Barbara Downing, Eldridge Greer, and John Simmons. "Restorative Interventions and School Discipline Sanctions in a Large Urban School District." American Educational Research Journal 53, no. 6 (December 2016): 1663–97. http://dx.doi.org/10.3102/0002831216675719.

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A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.

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48

Power, Sarah, and Georgina Hanna. "The “Wellbeing Check-In” Service Establishing, Developing and Tailoring a New Program to offer a Student-centred Response to COVID-19." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (November 4, 2020): 80–95. http://dx.doi.org/10.30688/10.30688/janzssa.2020.07.

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The Wellbeing Check-In service was developed as a tailored service to support the wellbeing of our students during the COVID-19 pandemic. Knowing that our students would require additional forms of support during the unprecedented times ahead, we carefully designed the service to be aligned with the new online access requirements. The original premise of the service was for students to “request a call” from the team, in order to provide bespoke, student-centred support for each student’s situation. The service saw an immediate and unexpected uptake from both the students themselves and through referrals from a wide range university areas and staff, that has continued through the fourmonths that the Wellbeing Check-In service has been operational. While the COVID-19 pandemic continues, we anticipate that the demand for this service and its style of support will only increase.

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Power, Sarah, and Georgina Hanna. "The “Wellbeing Check-In” Service Establishing, Developing and Tailoring a New Program to offer a Student-centred Response to COVID-19." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (November 4, 2020): 80–95. http://dx.doi.org/10.30688/janzssa.2020.07.

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The Wellbeing Check-In service was developed as a tailored service to support the wellbeing of our students during the COVID-19 pandemic. Knowing that our students would require additional forms of support during the unprecedented times ahead, we carefully designed the service to be aligned with the new online access requirements. The original premise of the service was for students to “request a call” from the team, in order to provide bespoke, student-centred support for each student’s situation. The service saw an immediate and unexpected uptake from both the students themselves and through referrals from a wide range university areas and staff, that has continued through the fourmonths that the Wellbeing Check-In service has been operational. While the COVID-19 pandemic continues, we anticipate that the demand for this service and its style of support will only increase.

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Anand, Priyanka, Arden McAllister, Courtney A. Schreiber, and Sarita Sonalkar. "Referrals to Abortion Care by Student Health Centers in Pennsylvania: A “Secret Caller” Study [1F]." Obstetrics & Gynecology 133, no. 1 (May 2019): 62S. http://dx.doi.org/10.1097/01.aog.0000559033.58930.2d.

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Journal articles on the topic 'Student referrals'

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