This article presents a rationale for using curriculum-based measurement (CBM) in making special education eligibility decisions, offers a model of how CBM data can be used to make eligibility decisions, and discusses issues and controversies (such as linking CBM data to intervention and addressing exclusionary components) in using CBM for this…

This article reviews personality assessment of students with severe emotional disorders (SED) as mandated by the Education for All Handicapped Children Act (EHA). The EHA definition of SED, assessment strategies required by EHA guidelines, functional Individualized Education Plans, and the role of the school psychologist in the process are…

Curriculum-based measurement (CBM) is recommended as an efficient, objective, flexible, and reliable way to compose ability-based instructional groups in both regular and special education settings. Steps for using CBM and specific applications for grouping in reading and mathematics instruction are offered. (DB)

The decision-making process for determining special education eligibility for students who may have behavior disorders is considered biased because of the subjectivity inherent in the process. Assessment procedures should allow for cultural freedom. Certain minority groups are still vulnerable to discriminatory practices within the field of…

A framework is presented for applying error analysis of oral reading to decisions about placement and instruction. The focus is on assessment practices that rely on the stimulus material of daily instruction and that facilitate decision making on both what and how to teach reading. A case study illustrates application of the procedure. (JDD)

This article discusses how special education reform movements continue to influence school practices regarding special education placement decisions and offers recommendations for promoting academic educational benefit for included students with mild disabilities. Schools are urged to make responsible decisions regarding inclusion by developing…