Intervention-based assessment: Evaluation rates and eligibility findings

Exceptional Children

Volumn 69, Issue 2, 2003, Pages 181-193

  McNamara, Kathy ^a   Hollinger, Constance ^a  

^a CLEVELAND STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7444269166     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290306900204     Document Type: Review

References (28)

1. Algozzine, B. & Maheady, L. (1985). When all else fails, teach! Exceptional Children, 52, 487-488.
2. Allen, S. J., & Graden, J. L. (1995). Best practices in collaborative problem-solving for intervention design. la A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 667-678). Washington, DC: National Association of School Psychologists.
3. Carlberg, C., & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. Journal of Special Education, 14, 295-309.
4. Carter, J., & Sugai, G. (1989). Survey on prereferral practices: Responses from state departments of education. Exceptional Children, 55, 298-302.
5. Flugum, K. R., & Reschly, D. J. (1994). Prereferral interventions: Quality indices and outcomes. Journal of School Psychology, 32, 1-14.
6. Fuchs, D., Fuchs, L. S., Bahr, M. W., Fernstrom, P., & Stecker, P. M. (1990). Pre-referral intervention: A prescriptive approach. Exceptional Children, 56, 493-513.
7. Fuchs, D., Fuchs, L. S., Harris, A. H., & Roberts, P. H. (1996). Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale. School Psychology Quarterly, 11, 244-266.
8. Graden, J. L., Casey, A., & Christenson, S. L. (1985). Implementing a prereferral intervention system: Part I: The model. Exceptional Children, 51, 377-384.
9. Graden, J. L., Zins, J. E., & Curtis, M. J. (1988). The need for alternatives in educational services. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options far all students. (pp. 3-13). Washington, DC: National Association of School Psychologists.
10. Guilford, J. P. (1965). Fundamental statistics in psychology and education (4th ed.). New York: McGraw-Hill.
11. Gutkin, T. B., Henning-Stout, M., & Piersel, W. C. (1988). Impact of a district-wide behavioral consultation prereferral intervention service on patterns of school psychological service delivery. Professional School Psychology, 3, 301-308.
12. Kavale, K. A., & Forness, S. R. (1999). Effectiveness of special education. In C. Reynolds & T. Gutkin (Eds.), Handbook of School Psychology (pp. 984-1024). New York: Wiley.
13. Marston, D. (1987). Does categorical teacher certification benefit the mildly handicapped child? Exceptional Children, 53, 423-431.
14. Nelson, J. R., Smith, D. J., Taylor, L., Dodd, J. M., & Reavis, K. (1991). Prereferral intervention: A review of the research. Education and Treatment of Children, 14, 243-253.
15. Nunn, G. D. (1998, March). 'IDEAL' problem-solving: A collaborative needs-based intervention approach for special needs and at-risk students. The Psychologist, 21, 2-13.
16. Ohio Department of Education, Division of Special Education. (1995). Model policies and procedures for the education of children with disabilities. Columbus, OH: Author.
17. Ponti, C. R., Zins, J. E., & Graden, J. L. (1988). Implementing a consultation-based service delivery system to decrease referrals for special education: A case study of organizational considerations. School Psychology Review, 17, 89-100.
18. Pugach, M. C., & Johnson, L. J. (1989). Prereferral interventions: Progress, problems, and challenges. Exceptional Children, 56, 217-226.
19. Reschly, D. J. (1988a). Special education reform: School psychology revolution. School Psychology Review, 17, 459-475.
20. Reschly, D. J. (1988b). Obstacles, starting points, and doldrums notwithstanding: Reform/revolution from outcomes criteria. School Psychology Review, 17, 495-501.
21. Reschly, D. J., & Starkweather, A. R. (1997). Evaluation of an alternative special education assessment and classification program in the Minneapolis Public Schools. Minnesota State Board of Education, Department of Children, Families, and Learning.
22. Reschly, D. J., & Ysseldyke, J. E. (1995). School psychology paradigm shift: In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 17-31). Washington) DC: National Association of School Psychologists.
23. Shinn, M. R., Tindal, G. A., & Spira, D. A. (1987). Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? Exceptional Children, 54, 32-40.
24. Sindelar, P. T., Griffin, C. C., Smith, S. W., & Watanabe, A. K. (1992). Prereferral intervention: Encouraging notes on preliminary findings. The Elementary School Journal, 92, 245-259.
25. Telzrow, C. F., McNamara, K., & Hollinger, C. L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29, 443-461.
26. Tolan, P. (1998, April). Ohio's Intervention-Based Assessment (IBA) and IBMFE Initiative: History, Demographics, and Current Status. In D. Reschly (Chair), Ohio's Implementation of Intervention-Based Assessment. Symposium conducted at the meeting of the National Association of School Psychologists, Orlando, FL.
27. U.S. Department of Education, Office of Special Education Programs. (1995). Improving the Individuals With Disabilities Education Act: IDEA Reauthorization. Washington, DC: Author. (ERIC Document Reproduction Service No. ED 386 018).
28. Wilson, C. P., Gutkin, T. B., Hagen, K. M., & Oats, R. G. (1998). General education teachers' knowledge and self-reported use of classroom interventions for working with difficult-to-teach students: Implications for consultation, prereferral intervention and inclusive services. School Psychology Quarterly, 13, 45-62.