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Assessment for Effective Intervention
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The Utility of Multidisciplinary Assessment Reports for Classroom Intervention: Ratings From the Field

Dorothyann Feldis

University Affiliated Cincinnati Center for Developmental Disorders, University of Cincinnati

Lawrence J. Johnson

Arlitt Child and Family Research and Education Center, University of Cincinnati

Deborah Anania-Smith

Arlitt Child and Family Research and Education Center, University of Cincinnati

Assessment is a mandated component of early intervention direct service programs (Campbell, 1992; Fewell, 1991; Slentz and Bricker, 1992; Stayton and Johnson, 1990), but there has been little research to determine 1) how useful assessment results are for professionals providing direct service and 2) the role of direct service professionals in the assessment process. The purpose of this study was to determine the frequency of information included in multidisciplinary assessment reports and how useful this information is to educators in planning intervention programs. This study investigates the frequency and helpfulness of information included in multidisciplinary assessment reports as rated by direct service providers and administrators in planning intervention programs for young children and their families. Results of a random questionnaire indicate a significant difference in the ratings of direct service providers and of administrators in terms of frequency and helpfulness of the information found on these reports. The data presented here are the result of a national survey with a 51 percent return rate and a 79 percent response rate.

Assessment for Effective Intervention, Vol. 22, No. 4, 193-204 (1997)
DOI: 10.1177/073724779702200401
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