This book identifies the practices and issues which should be considered in developing and providing diagnostic-intervention services with minority group children. The content of the book is organized to describe and examine issues and practices within four dimensions: historical precedence; current standards set forth by professional associations, legislation and judicial action; available technology; ways to conceptualize a service delivery model. It spans every area of application from initial referral and actual intervention to follow-up services to meet specific needs. Specific chapters address the following: 1)the historical antecedents and current issues surrounding nonbiased assessment of children's abilities, 2)the professional, legislative and judicial influences on psychoeducational assessment practices in schools, 3)using tests in nondiscriminatory assessment, 4)designing diagnostic-intervention programs, and 5)operationalizing the diagnostic-intervention process. The appendices provide specific guidance on ethical and legal guidelines for assessment procedures: identification of discrimination, assignment of children to special education classes for the mentally retarded, compliance enforcement in vocational educational schools, remedies available for eliminating past practices ruled unlawful, and maintenance of records and confidentiality of data. An annotated bibliography reviewing language dominance measures is included. (Author/AM)