Cognitive Dissonance Paradigm: A Technique to Improve the Effectiveness of the Team Approach

Abstract

To reduce professional discord among admission and discharge committee members charged with placement and treatment decisions involving exceptional children, a cognitive dissonance paradigm is proposed. The paradigm allows each team member to present assumptions and his interpretations of causes of the problem without critical review by fellow team members. This problem-solving, goal-oriented procedure is advocated to facilitate communication among team members by diminishing the need for each team member to compete for professional supremacy. The subsequent reduction of cognitive dissonance will enhance the admission and discharge committee's ability to determine the essential features of a proposed solution as well as to establish a meaningful delivery system.