Progress Monitoring: Conceptual, Methodological, and Practical Applications

Within the past decade, considerable emphasis has been placed on the design and implementation of intervention services in educational settings. Three recent influences have contributed to this emphasis. First, interest in providing psychoeducational services for children with disabilities has increased. The enactment of the Education of All Handicapped Children Act of 1975 (Pub. L. 94–142) and the Individuals with Disabilities Education Act (IDEA) of 1990, as well as the 1997 reauthorization of IDEA, have focused attention on providing quality psychoeducational services to youth with disabilities. Consequently, interest in developing intervention or problem-solving teams in schools has increased. These teams of school professionals focus on the design, implementation, and evaluation of interventions implemented with children prior to and following referral to special education services. This ...