SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE.

Persistent Link:
http://hdl.handle.net/10150/183983
Title:
SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE.
Author:
O'REILLY, CAROLYN STOTZ.
Issue Date:
1986
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Despite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Exceptional children -- Identification.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Northcraft, Gregory; Sabers, Darrell

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE.en_US
dc.creatorO'REILLY, CAROLYN STOTZ.en_US
dc.contributor.authorO'REILLY, CAROLYN STOTZ.en_US
dc.date.issued1986en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractDespite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectExceptional children -- Identification.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorNorthcraft, Gregoryen_US
dc.contributor.advisorSabers, Darrellen_US
dc.identifier.proquest8708565en_US
dc.identifier.oclc698250013en_US
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