Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda

Autor/inn/en	Sturgell, Adelle K.; Van Norman, Ethan R.
Titel	Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda
Quelle	In: Journal of Applied School Psychology, 39 (2023) 4, S.375-396 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2023.2221191
Schlagwörter	Decision Making; Problem Solving; Guidelines; Evidence Based Practice; Intervention; School Psychology; Counseling Techniques; Group Dynamics; Burnout; School Psychologists; Efficiency; Misconceptions; Attribution Theory; Barriers + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Problemlösen; Richtlinien; Schulpsychologie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Gruppendynamik; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Effectiveness; Effektivität; Wirkungsgrad; Missverständnis
Abstract	Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01