A rationale is presented for evaluation of effective educational practices for mildly handicapped students in all mainstreamed classes, followed by discussions of mainstreaming evaluations that have been conducted. Areas of relevant research are also presented. Finally, a model of an effective evaluation system is offered. (Author/KM)

A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. (Author)

Drawing on H.R. Davis' A VICTORY model of factors associated with organizational change, the article argues that accepted models of educational evaluation will be most useful with programs for mainstreaming handicapped children when they are expanded to include critical factors associated with organizational acceptance and successful…

Five special educators (Durand, Bambara, Dunlap, Kennedy, and Wacker) respond to an article in the same issue by Horner and Carr entitled "Behavioral Support for Students with Severe Disabilities: Functional Assessment and Comprehensive Intervention." Respondents raise concerns regarding the range of intervention options, the behavioral…

This article reviews use of the term "best practice" in special education and suggests that the term is misleading unless measurable criteria have been systematically applied. A proposed definition focuses on the theoretical basis for a procedure, integrity of the research design and extent of replication, consensus with literature, process and…

The introduction to this special issue on interactive assessment and special needs children draws a distinction between the term "interactive assessment" and the more limited "dynamic assessment," and comments that the six papers comprising this issue focus on dynamic assessment, in which there is actual teaching of cognitive…

This paper argues that the popularity of Reuven Feuerstein's Learning Potential Assessment Device and the Instrumental Enrichment program is based more on philosophical considerations than on technical adequacy. The critique uses semantic, logical, and empirical grounds to conclude that dynamic assessment is not a serious competitor to…

This reply responds to a paper by Frisby and Braden (EC 604 792), which criticized dynamic assessment, especially Reuven Feuerstein's theory and methods. Six critical points are raised and supported with examples from recent research. Criticisms center on theoretical and philosophical misunderstandings as well as failure to consider supporting…

This paper uses the concepts of decision reliability and validity to analyze three alternative psychoeducational assessment strategies: multiple gating, template matching, and time-series methods. It argues that relatively little knowledge is gained through analysis of individual scales and assessment technologies without considering the…