Martin J. Kaufman

TL;DR: In this paper, a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth is presented, where the U.S. Public Health Service's conceptual model of prevention, involving primary, secondary and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes.

TL;DR: In this article, a study assessed the relationships among school staff role, participation, and satisfaction during planning team meetings which decide special education placements and programming, and a strong positive relationship was found between staff role and participation.

TL;DR: To lessen the possibility of arbitrary decision making and misjudgments in special education placements, both litigation and legislation have mandated that the parental role in the placement process be increased through the use of due process procedures.

TL;DR: The assumption that pupil programing team members drawn from the spectrum of the school staffing hierarchy will agree on the goals of the team or will be fully knowledgeable about the team's legally assigned responsibilities is examined.

TL;DR: In this paper, a pattern of notification and parental involvement in the planning and placement team in four elementary schools is described, and the level of parental understanding for four components of the special education decision (eligibility, placement, program goals, and review date) is examined.