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The Journal of Special Education
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The Promise of Meaningful Eligibility Determination

Functional Intervention-Based Multifactored Preschool Evaluation

David W. Barnett

University of Cincinnati

Susan H. Bell

University of Cincinnati

Christine M. Gilkey

University of Cincinnati

Francis E. Lentz, Jr

University of Cincinnati

Janet L. Graden

University of Cincinnati

Candace M. Stone

University of Cincinnati

Jacqueline J. Smith

University of Cincinnati

Gregg M. Macmann

University of Kentucky

Despite considerable controversy, standardized norm-referenced assessment procedures are widely used to determine eligibility for special education services. Under Public Law 105-17, children ages 3 through 9 may receive special services under the broad category of child with a disability—rather than traditional diagnostic labels—based on a delay in one or more developmental domains. Due to the limitations of traditional ability and developmental norm-referenced measures, the determination of developmental delays may be highly error prone and unrelated to intervention decisions. As an alternative, we describe minimal requirements for functional intervention-based assessment and suggest strategies for using these methods to analyze developmental delays and make special service eligibility decisions for preschool children (intervention-based multifactored evaluation or IBMFE). The IBMFE model provides a basis for deriving logical, natural, and meaningful discrepancies in behavior or performance through the contextual analysis of child-related, environmental, and instructional variables.

The Journal of Special Education, Vol. 33, No. 2, 112-124 (1999)
DOI: 10.1177/002246699903300205
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