Development and Validation of a Process for Screening Referrals to Special Education

Abstract

This article describes efforts to examine the validity of a screening process that provides objective data for multidisciplinary team meetings where consideration is being given to teacher referral of a student for assessment and possible placement in special education. In this study, the accuracy with which this process, called Problem Validation Screening (PVS), identified students needing an eligibility assessment was examined. All first and second grade students at a participating school were administered several screening instruments. Students who met screening criteria on any of the screening instruments, and/or who were referred by their teachers, were exposed to a more intensive package of assessment activities termed the “Criterion Assessment” along with two commonly used achievement tests (Iowa Test of Basic Skills and Woodcock-Johnson Psychoeducational Battery—Revised). Predictive power estimates are reported for PVS to quantify the accuracy and utility of PVS as a screening device.

Additional information

Notes on contributors

Amanda M. VanDerHeyden

Amanda M. VanDerHeyden, Ph.D., is a researcher in Vail School District and private consultant in Tucson, Arizona. She is affiliated with the Early Intervention Institute at Louisiana State University Health Sciences Center and is a member of the Journal of Early Intervention and Journal of Behavioral Education editorial boards. Her research interests include applied behavior analysis, early intervention, teacher and parent training, and generally finding ways to help children learn.

Joseph C. Witt

Joseph C. Witt, Ph. D., is Professor of Psychology at Louisiana State University. Dr. Witt has received recognition in the form of Editor of School Psychology Quarterly, LSU Alumni Distinguished Professor, Editor of Guilford School Practitioner Series, and Associate Editor of the Buros Mental Measurements Yearbook and School Psychology Review. He is interested in ways to enhance children's learning.

Gale Naquin

Gale Naquin, Ph. D., is Assistant Professor in the Department of Special Education at the University of New Orleans. She received her doctorate in 1998 in educational administration with a minor in special education. She has over 25 years of educational experience as a classroom teacher, an administrator at the state and local levels in both the public and private education sector, and a university instructor.