Child study teams (CSTs) are involved in making decisions about many aspects of the delivery of special services to handicapped students. However, a number of factors inhibit the decision-making process within CSTs. These factors have their origins in the implementation of the team process at the local education agency (LEA) level, the preparation of CST members to participate in team decision making, and in the difficulties encountered in communicating discipline-specific information. To overcome the factors inhibiting effective team decision making, a rationale is established for the development of pandisciplinary tools to assist in interpersonal communication, group decision making, and assessment. Specific examples of such tools are presented, and their relationships to current practices are discussed.
The use of personal computers to aid in the administration, scoring, and interpretation of individual psychoeducational tests is growing. Currently computers are used to assist in managing assessment information, scoring and interpreting tests, and administering tests of cognitive abilities, academic skills, adaptive behaviors, and social skills. Although the content validity of assessment instruments developed for computer administration may have certain practical limitations, several useful advantages can be gained by using the computer to administer tests. Some of the advantages include improved levels of standardization in the procedures used during test administration, scoring, and interpretation; the collection of response data in real time; and the development and use of assessment models that were heretofore too complex for human presentation.
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