An Analysis of Teachers' Reasons and Desired Outcomes for Students Referred for Psychoeducational Assessment

Abstract

The purpose of this investigation was to describe elementary classroom teachers' specific reasons and desired outcomes for referral. Data were collected from 105 teachers at the point when they referred students for psychoeducational assessment. The primary reasons for referral were learning-related and behavioral; most of the major desired outcomes related to special education consideration and/or intervention. A comparison of students referred primarily for learning versus behavior problems is described. Implications and future research needs for the assessment and decision-making process are discussed.