A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team caseloads who underwent multifactored evaluation and were found eligible for special education, but not for proportion of children receiving interventions in general education settings. Implications of these findings for school-based problem-solving efforts are discussed.
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