Intervention-Based Assessment: Rates of Evaluation and Eligibility for Specific Learning Disability Classification

Abstract

Intervention-based assessment, a systematic form of prereferral intervention, represents a viable alternative to “test and place” models for identifying and teaching children with a variety of learning-related problems in schools. Data obtained from 13 schools participating for a third year in a pilot study of statewide implementation of intervention-based assessment suggested that, in comparison to a prior prereferral intervention model, fewer children are evaluated and found eligible for special education. Of those children receiving intervention-based assessment, a slight decrease occurs in the percentage classified as specifically learning disabled.