Abstract
A developing body of literature has directed attention toward the role of various types of diagnostic information in influencing the decision-making behaviors of clinicians. From such writings two potentially formative sets of diagnostic decision-making measures were drawn: (a) measures of time used to examine particular pieces of diagnostic data, and (b) measures of change in confidence expressed subsequent to such examination. Three groups of 24 successively trained and experienced school psychologists were defined and selected. Each of the 72 subjects participated in a single experimental session permitting the examination of 10 different types of diagnostic data regarding three child clients. It was hypothesized that such groups of variously sophisti- cated school psychologists could be differentiated on the bases of the simultane- ously varied measures of time used and confidence expressed as associated with the particular pieces of diagnostic data. Multiple discriminant analyses revealed significant group separation power for the time measures, but a lack of such potential for the confidence measures. Specific differences among the groups of school psychologists were discussed.
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