Two Resource Room Models for Serving Learning and Behavior Disordered Pupils

Abstract

This study describes and compares the variety and magnitude of the assessment, programming, and instructional services provided by single component and two component resource room delivery models. A rationale for a non-statistical approach to the assessment of program efficacy is presented and utilized. The results obtained indicate that the two component (direct and indirect service) resource room model sucessfully serves a greater number of pupils than the direct services only model. However, the two component model achieved fewer successful program completions in the direct services component than did the single component model. Overall, the results indicate that the resource program models utilized in this study are effective and efficient means for the delivery of services to pupils characterized as learning and/or behaviorally disordered. The results also suggest that many learning and/or behaviorally disordered pupils now served in self-contained special class settings could be effectively served in the less restrictive environment of a resource program.