Multidisciplinary teams have become a consistent part of school culture and the decision-making process (Buck et al., 2003), however limited and inconsistent research (Huebner & Gould, 1991) is available regarding the effectiveness of multidisciplinary teams within the school environment. Current literature provides common themes regarding typical team membership, team procedures and processes, professional roles, and team goals. However, it often fails to provide insight concerning the aspects of the multidiscipline team process and how each professional contributes to team outcomes. As demonstrated within social psychology and industrial psychology literature, understanding team participation and member satisfaction can assist in the prediction of implementation of team decision-making (Cooper & Wood, 1974; Sverke et al., 2008). Within the school context, understanding the factors that impact intervention implementation may play a crucial role in identifying and addressing inconsistent and ineffective team practices that result in poor student outcomes. The following study examined school psychologist and general education teacher perceptions of participation, level of satisfaction, and intent to implement interventions designed. Results of this research provide insight regarding the impact of member participation and satisfaction on the likelihood that each professional will engage in intervention implementation process. Findings indicate where each professional perceives they contribute the most and what aspects of the team process and procedures influence participation. Understanding the barriers and supports to intervention implementation and how they impact team member satisfaction, and beliefs about their ability to implement interventions and tasks assigned by the multidisciplinary problem-solving team process is also discussed.


Rachel Youngblom

Committee Member

Kyena Cornelius

Committee Member

Carlos Panahon

Committee Member

Kevin Filter

Date of Degree




Document Type



Doctor of Psychology (PsyD)




Social and Behavioral Sciences



Rights Statement

In Copyright