An Examination of Middle School Problem-Solving Teams

Abstract

This study investigated a middle school grade level Problem-Solving Teams (PST) model, Kid Talk (KT) teams, from one school district within the Mid-Atlantic region. Specifically, the fidelity of implementation of the problem solving process (PSP), student goal attainment for students who were referred to and received interventions from the KT team, and KT team members' perception and satisfaction with the KT team process were examined. Data collected included submitted case documentation, responses to an online electronic survey, and process observations of selected KT teams. A scoring rubric was used to measure fidelity of implementation of 8 PSP components and student goal attainment. A total of 59 cases from 16 middle schools, an average of 3 to 4 cases from each school, were reviewed. Mean ratings revealed less than desired levels of fidelity of implementation across the 8 PSP components, ranging from a low of 1.78 (intervention skill development) to a high of 3.48 (baseline data) where a score of 1 indicated low fidelity and a score of 5 indicated high fidelity. The mean rating of student goal attainment was modest (M = 3.33) where a score of 1 indicated no progress and a score of 5 indicated that the goal was obtained. Significant positive relationships were found between 2 PSP components and goal attainment. KT team members across 16 middle schools completed an 18-item online electronic survey of their perceptions of the team. Mean ratings revealed less than robust KT team member satisfaction with student outcomes pervasive across schools. However, KT team members showed a positive level of comfort referring students to their KT team. Recommendations for changes in team models and for future research were presented.