Psychoeducational decision making as a function of the amount of information reviewed

Bob Algozzine, James E. Ysseldyke, Craig Hill

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)328-334
Number of pages7
JournalPsychology in the Schools
Issue number3
StatePublished - Jul 1982


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