A Comparison of Teacher Referral and Pupil Self-Referral Measures Relative to Perceived School Adjustment

ABSTRACT Investigated was the relationship between the perceived school adjustment of 215 female and 202 male fourth grade pupils and their classroom teachers' ratings in this area. Examined were the extent of teacher/pupil agreement relative to perceived learning and/or adjustment problems and the relationship between teacher referral or pupil self referral to sex of the child and type of problem indicated. A significant relationship was found between teacher referral and pupil self referral. However, a disproportionate number of male students were referred by their teachers (38% to 12%), and a much higher percentage of females (33%) referred themselves. Results suggested the need to include a pupil self referral component within the screening mechanism for the identification of children in need of special education services. (luthor/DB)