Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.

“Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.” is a core task performed by School Psychologists. Among the occupation's 19 rated tasks, workers place it 14th by importance (#6 most important). About 97% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Collect information about patients or clients. in Getting Information

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T1.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 83% of that use is work-related
• 83% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Other tasks in this occupation

• Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services. · importance 4.7
• Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data. · importance 4.5
• Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse. · importance 4.5
• Select, administer, and score psychological tests. · importance 4.5
• Interpret test results and prepare psychological reports for teachers, administrators, and parents. · importance 4.4
• Develop individualized educational plans in collaboration with teachers and other staff members. · importance 4.4
• Counsel children and families to help solve conflicts and problems in learning and adjustment. · importance 4.3
• Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems. · importance 4.2
• Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques. · importance 4.0
• Collaborate with other educational professionals to develop teaching strategies and school programs. · importance 4.0
• Promote an understanding of child development and its relationship to learning and behavior. · importance 3.9
• Design classes and programs to meet the needs of special students. · importance 3.9
• Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology. · importance 3.6
• Refer students and their families to appropriate community agencies for medical, vocational, or social services. · importance 3.6

See all tasks on the School Psychologists page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-5448,
  title  = {Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-5448}
}