Teacher Assistance Teams: Five Descriptive Studies on 96 Teams

Abstract

School-based teacher support teams are being established by many educational agencies in an effort to assist teachers in more effectively serving students with learning and behavior problems within the general classroom setting. This article addresses questions most frequently asked by educators who are interested in establishing or strengthening school-based teams. Data are summarized from five studies conducted on 96 teams in seven states with respect to intervention goals of teams, team impact on student performance and the special education referral process, reactions of classroom teachers to teams, factors related to team effectiveness or ineffectiveness, and recommendations for improving team effectiveness.