School Neuropsychology: A Practitioner's Handbook

By James B. Hale; Catherine A. Fiorello | Go to book overview
Save to active project

Linking Assessment to Intervention


Prereferral Issues

In our cognitive hypothesis-testing (CHT) model, emphasis is placed on helping a majority of children through systematic prereferral services. As a psychologist, you must intervene to assess: You must develop an effective prereferral intervention program, using a team approach such as an intervention assistance team (see Ross, 1995) and problem-solving consultation, to reduce the number of referrals for formal evaluation. A large majority of children can be helped via an indirect service delivery model, and consultative approaches can effectively reduce the number of referrals for formal standardized evaluation. This is the only way in which the comprehensive CHT evaluations we argue for will be feasible; reducing referrals means gaining more time to conduct both interventions and more comprehensive evaluations.

Of course, there have been calls for more emphasis on prereferral interventions, or a move to interventions instead of referrals, for many years. Since Public Law 94-142 originally mandated serving children with disabilities rather than excluding them, school psychology has tried to emphasize interventions. The National Association of School Psychologists issued a volume titled Alternative Educational Delivery Systems(Graden, Zins, & Curtis, 1988), which called for more consultation, more teacher assistance teams, and more interventions. The 25th-anniversary issue of the School Psychology Review (Harrison, 1996) called for the same, as did Best Practices in School Psychology IV (Thomas & Grimes, 2002). Despite these numerous calls for professional change, however, school psychologists continue to spend the majority of their time in determining eligibility for special education (Hosp & Reschly, 2002). Why is this? There are probably several reasons. Intervention resources often depend on special education eligibility. Also, the funding to pay school psychologists may come from special education money. High student–psychologist ratios, as well as a high number of required assessments, may contribute to a lack of time to spend in alternative roles (e.g., Wilczynski, Mandal, & Fusilier, 2000). How can we increase the perceived


Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this page

Cited page

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
School Neuropsychology: A Practitioner's Handbook


Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 329

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?