Voices from practice: When is the gap between diagnosis and intervention apparent?

Aim: In this manuscript an overview is provided of the current state of psycho-educational practice in the Netherlands, in particular the role of test outcomes considered. In order to detect clues for bridging the gap between diagnosis and intervention, one should investigate the ecology in which this gap is apparent. Method: Two in vivo studies have been carried out. In a first study, a questionnaire has been administered to a total of 36 school psychologists, 21 special care coordinators, and 44 teachers. Results: A qualitative analysis of the answers, by means of a classification scheme (κ.82), revealed questions about the specific role of intelligence tests and its consequences to educational practices. Therefore, a case study has been carried out in a second study. The case study provided in-depth information about the targeted care process around a grade 1 student. Conclusion: Results indicated a gap between diagnosis and intervention that followed after the administration of the intelligence test. Suggestions are proposed for improvement, and the need for interventions at the level of educational professionals is highlighted