title: 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.
authors.affiliation: Department of Psychology, Cleveland State University, OH 44115, USA. k.mcnamara@csuohio.edu
authors.forename: K M
authors.initials: KM
authors.lastname: McNamara
authors.forename: C L
authors.initials: CL
authors.lastname: Hollinger
mesh_terms: D000293:Adolescent; D002648:Child; D004519:Education, Special; D004608:Eligibility Determination; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000145:classification* / Q000453:epidemiology / Q000534:rehabilitation; D008297:Male; D009820:Ohio / Q000453:epidemiology; D010865:Pilot Projects; D012017:Referral and Consultation / Q000706:statistics & numerical data