This article reviews issues involved with using norm-referenced measures within an intervention validity model. Methodological examination of intervention validity has become more important as intervention methodologies have become part of federal legislation. However, current practice and federal guidelines often implicitly portray a dichotomy between individualized norm-referenced testing and intervention methodologies. This dichotomy is reified in the literature for various reasons. Consequently, it is not clear how information from individualized norm-referenced measures can be used within a treatment or intervention context. This article briefly addresses the perceived dichotomy between traditional psychoeducational assessment and behaviorally oriented assessments and discusses the importance of a multidimensional view of intervention that integrates multiple sources of information to guide intervention planning, implementation, and monitoring. Some practical applications of a hypothesis-testing model that integrates multiple sources of data with intervention-focused practices are used to integrate various assessment strategies for intervention purposes. (Contains 1 table and 3 figures.)