Abstract
In this article, we (a) explore teacher expectations of the prereferral intervention team process and (b) examine general education elementary teachers' perceptions of the need for direct support in implementing the proposed interventions. We asked 80 teachers to complete a 15-item survey on the prereferral intervention process. Results of descriptive and multivariate analysis indicated that the majority of the teachers (N = 80) expected to acquire classroom interventions, obtain professional support, and inform parents of a concern. More than half of the teachers were in favor of in-class demonstrations of proposed interventions. Finally, we discuss limitations of this study and implications for future research.
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