Abstract
The purpose of this study was to examine the influence of psychological test data on school psychologists' decisions using naturalistic methodology. Archival test data were examined comparing students who had been tested and subsequently recommended for a learning disability program with students who had been tested and recommended for regular class placement. The results of a discriminant function analysis indicated that psychological test data did differentiate between those who were placed in special education and those who were not. Specifically, the IQ-achievement discrepancy score contributed most significantly to the obtained differences; this is a practice consistent with federal guidelines for the determination of a learning disability. Further analyses showed that school psychologists were able to determine eligibility on an individual basis with a high degree of accuracy. It was concluded that for the most part, school psychologists utilize psychological test data appropriately in their decision-making practices.
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