The article by Pugach and Johnson raises some important points relative to assumptions of prereferral intervention approaches, including the importance of full participation and ownership by classroom teachers. At the same time, their arguments are flawed by a misunderstanding of some of the conceptual underpinnings of prereferral, intervention. These concepts, such as intervention assistance and “alternative” intervention, actually are founded in collaborative consultation. Intervention assistance approaches will be most effective when special and general educators work together, not to the exclusion of either group.
