Congruence between Assessed Needs and IEP Goals of Identified Behaviorally Disabled Students

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Abstract
The files of a group of students placed in special education as behaviorally disabled were reviewed to evaluate the amount of congruence found between recommendations made from the diagnostic/assessment data and instructional goals present in the student's IEP. A checklist instrument was developed, enabling the calculation of a Ratio of Diagnostic-Intervention Congruence. Data obtained suggested lack of diagnostic-intervention congruence, and dissimilarity of IEP goals to diagnostic/assessment recommendations. Recommendations are made for improving the linkage between the diagnostic-intervention process and for further study in this area.