Techniques for Improving the Diagnostic Process

School psychologists spend between 40-60% of their time in assessment activities. Methods for improving the diagnostic process are addressed in this paper. Techniques mentioned to improve the process include the actuarial method, the multitrait multimethod approach to multifactored assessment, and direct instruction in reasoning and decision making. In addition, the changing role of the school psychologist in relation to assessment is discussed. The role traditional assessment still has in a school psychology practice is presented, suggesting that there is a need to refine and improve that process rather than discard it. The claim is made that the key to keeping school psychologists in the school setting is the expansion of their training in order to provide more varied services to the entire school community. (Contains 38 references.) (TS)