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The influence of diagnostic labeling on special education placement decisions
Author(s) -
Pfeiffer Steven I.
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198007)17:3<346::aid-pits2310170311>3.0.co;2-n
Subject(s) - psychology , task (project management) , intervention (counseling) , special education , process (computing) , developmental psychology , cognitive psychology , mathematics education , computer science , psychiatry , management , economics , operating system
The present study investigated the possible bias of diagnostic labeling on special education placement decisions. Two groups of child study team members were given the task of either placing or both labeling and placing ten exceptional children. Results showed that the labeling process did not lead diagnosticians to place children in more restrictive educational programs. A comprehensive assessment‐intervention‐follow‐through model that would minimize some of the potential dangers and abuses of labeling is proposed.