The practicum was designed to improve the multidisciplinary team (MDT) process for identifying seriously emotionally disturbed (SED) students within five elementary schools, with the primary goal of implementing a decision facilitation model in order to provide a more systematic approach to SED identification. Initially, inservice training was provided to 40 MDTs in order to improve their conceptual understanding of the SED identification process. During the 12-week implementation phase, a decision facilitation model was implemented which focused on MDT responsibilities, information gathering and documentation requirements, and specific SED eligibility criteria. Twenty of the originally inserviced MDTs completed a post-implementation evaluation instrument. Results suggested that inservice training efforts were successful in improving MDT members' understanding of the critical conceptual components and eligibility criteria found within the SED definition. The decision facilitation model was judged an improvement over previous identification procedures by a majority of respondents. Among concluding recommendations is an effort to improve the relationship between assessment and eligibility procedures and intervention strategies. (JW)