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A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team caseloads who underwent multifactored evaluation and were found eligible for special education, but not for proportion of children receiving interventions in general education settings. Implications of these findings for school-based problem-solving efforts are discussed.

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The education reform movement in the United States promises to expand the role of school psychologists by reducing psychometric activities in favor of intervention-based assessment (IBA), which involves planning and evaluating intervention services for children with learning and behavior problems. However, to be accepted as a viable alternative to eligibility-focused psychological evaluation, IBA must demonstrate its efficiency in case management. Eighty schools in the state of Ohio supplied survey data describing case management variables associated with the adoption of IBA. Trends revealed initial declines in the number of children served, followed by recovery among schools in their third year of implementation. IBA teams documented successful interventions for a greater proportion of cases than in the year preceding implementation. Results are discussed as supporting gradual adoption of IBA, and in terms of needs for further research.