Abstract
The diagnostic problem solving of school psychologists was investigated through the use of a computer simulation of a typical school referral problem and a verbal retrospective think-aloud protocol. Participants in five equal groups that represented varying levels of education and experience included practicing doctoral and nondoctoral school psychologists, educational diagnosticians, and school psychology graduate students in doctoral and masters-level training programs( N = 125). The results suggested that education and experience were unrelated to diagnostic performance generally, and diagnostic accuracy specifically. Experienced professionals and less experienced trainees were more alike than different in their diagnostic problem-solving process. Practitioners were significantly more efficient than students. Implications for training are addressed and directions for future research are outlined.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
