TY - JOUR
T1 - Diagnostic Classification Decisions as a Function of Referral Information
AU - Ysseldyke, James E.
AU - Algozzine, Bob
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1981/12
Y1 - 1981/12
N2 - Educational decision makers (n = 224) participated in a computer-simulated decision-making experience designed to ascertain the extent to which referral information biased classification decisions. Subjects were randomly assigned to 16 different conditions that varied on the basis of the referred child's sex, socioeconomic status, physical attractiveness, and nature of referral problem. Subjects accessed test data, all of which reported performance in the normal range. Only the nature of the referral problem was found to be influential in the simulated decisions. A referred child was more likely to be diagnosed as emotionally disturbed when the referral statement of the problem was listed as behavioral rather than academic. Subjects ignored standardized test information indicative of average performance, and retained the stereotype created by the referral information. The results are discussed with regard to implications for assessment of children and future research.
AB - Educational decision makers (n = 224) participated in a computer-simulated decision-making experience designed to ascertain the extent to which referral information biased classification decisions. Subjects were randomly assigned to 16 different conditions that varied on the basis of the referred child's sex, socioeconomic status, physical attractiveness, and nature of referral problem. Subjects accessed test data, all of which reported performance in the normal range. Only the nature of the referral problem was found to be influential in the simulated decisions. A referred child was more likely to be diagnosed as emotionally disturbed when the referral statement of the problem was listed as behavioral rather than academic. Subjects ignored standardized test information indicative of average performance, and retained the stereotype created by the referral information. The results are discussed with regard to implications for assessment of children and future research.
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U2 - 10.1177/002246698101500404
DO - 10.1177/002246698101500404
M3 - Article
AN - SCOPUS:84965565225
VL - 15
SP - 429
EP - 435
JO - Journal of Special Education
JF - Journal of Special Education
SN - 0022-4669
IS - 4
ER -