Decision makers and psychologists (N=224) who had previously participated in at least two placement team meetings individually completed a computer simulated decision making program on a child referred for a suspected handicapping condition. Ss were randomly assigned to 16 different conditions varying on the basis of the referred child's sex, socioeconomic status, physical attractiveness, and the nature of the referral difficulty. Ss had access to test scores and information which indicated performance within the average range for the referred student's age and grade. Analyses revealed that the nature of referral information significantly affected Ss' prognoses for academic success. When Ss were told the student was referred for academic problems, they predicted difficulties in math, but not in reading or speech. Ss predicted that girls referred for academic problems would have significantly more difficulty acquiring reading skills than would girls with behavior problems. (Author/CL)