ABSTRACT
Teams of school personnel who regularly meet to address the academic and social behavior needs of students have been referred to in many ways, including: teacher assistance team (Chalfant, Pysh, & Moultrie, 1979), prereferral intervention team (Graden, Casey, & Christenson, 1985), instructional consultation team (Rosenfi eld & Gravois, 1996), mainstream assistance team (Fuchs, Fuchs, Harris, & Roberts, 1996), school-based intervention team (McDougal, Clonan, & Martens, 2000), instructional support team (Kovaleski & Glew, 2006), response to intervention team (Duhon, Mesmer, Gregerson, & Witt, 2009), and positive behavior interventions and supports team (Newton, Algozzine, Algozzine, Horner, & Todd, 2011). ‘Problem-solving teams’ is an appropriate overarching description for these groups, and ‘problem solving’ is the widely-accepted expectation for what they do to support the development of the academic and social skills of all students, including those in inclusive schools (Bahr & Kovaleski, 2006; Bahr, Walker, et al., 2006; McLeskey & Waldron, 2006; Waldron, McLeskey, & Redd, 2011).
