Intervention-based assessment: rates of evaluation and eligibility for specific learning disability classification

Area of Science:

• Educational Psychology
• Special Education
• Child Psychology

Background:

• Traditional "test and place" models for identifying students with learning difficulties are being re-evaluated.
• Prereferral intervention models aim to support students within the general education setting.
• Systematic intervention-based assessment offers a structured approach to problem-solving for learning-related issues.

Purpose of the Study:

• To evaluate the effectiveness of intervention-based assessment (IBA) as an alternative to traditional "test and place" models.
• To compare the outcomes of IBA with a prior prereferral intervention model in a statewide pilot study.
• To analyze the impact of IBA on special education evaluations and classifications.

Main Methods:

• Data were collected from 13 schools participating in a third year of a statewide pilot study.
• The study compared outcomes under intervention-based assessment with a previous prereferral intervention model.
• Key metrics included the number of children evaluated, found eligible for special education, and classified as specifically learning disabled.

Main Results:

• Intervention-based assessment resulted in fewer children being evaluated for special education services.
• A reduction was observed in the number of children identified as eligible for special education.
• There was a slight decrease in the percentage of children classified as specifically learning disabled among those receiving IBA.

Conclusions:

• Intervention-based assessment is a viable alternative to "test and place" models.
• IBA appears to be an effective strategy for identifying and supporting students with learning-related problems.
• The findings suggest that IBA can lead to more efficient and potentially more accurate identification of students needing specialized support.