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Psychoeducational decision making as a function of the amount of information reviewed
Author(s) -
Algozzine Bob,
Ysseldyke James E.,
Hill Craig
Publication year - 1982
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(198207)19:3<328::aid-pits2310190311>3.0.co;2-5
Subject(s) - psychology , variety (cybernetics) , multidisciplinary approach , function (biology) , applied psychology , test (biology) , medical education , medicine , evolutionary biology , biology , paleontology , social science , artificial intelligence , sociology , computer science
Psychoeducational assessment is commonplace in America's public school systems. Important decisions for and about school children are made on the basis of assessment results; test scores and information derived from the administration of tests clearly contribute to these decisions. Current “best practice” is guided by the concept of multidisciplinary team decision making; parents, teachers, psychologists, and other professionals review assessment data when participating as team members. In this research, decision makers were allowed to review information from a variety of sources prior to making decisions about a case study child. Individuals who reviewed large amounts of information made decisions similar to those of individuals who reviewed little information. Approximately 49% of the participants made accurate decisions when judged against an a priori criterion. The results are discussed with regard to psychoeducational assessment practice.