An Exploration of the assessment for intervention model in an Irish educational psychological context

Abstract

Aims The current research sought to explore the utility of the Assessment for Intervention (AFI) model in bridging the gap between assessment and intervention, through the conceptual lens of Ecological Systems Theory (EST) and Social Constructivist Theory (SCT). AFI is a five-stage assessment model that aims to provide recommendations that are both useful and evidence-based (Pameijer, 2017).

Method An exploratory ‘two case’ case study was employed to answer the research question: ‘Can the Assessment for Intervention model bridge the gap between assessment and intervention, through activity and interaction at the meso and microsystem levels?’ The AFI framework was applied to two case referrals made to a school psychological service in Ireland. Case 1 included a student in 4th class, his mother, class teacher and Special Education Teacher (SET) (n=4). Case 2 comprised of a student in 6th class, her mother and class teacher (n=3). A pilot study was conducted to inform the research design and a case study protocol guided data collection and analysis of findings (n=3). Participants rated Likert statements exploring case propositions, before and after application of the AFI model. Semi-structured interviews were also conducted to answer the research question and to address case propositions. AFI templates served as a researcher diary and were recorded before, during and after application of the model.

Results Thematic analysis and pattern-matching were employed to analyse the interview data. Changes in ratings on Likert statements were presented in tabular format and excerpts from the researcher diary were included in the discussion of findings. All data were analysed within the conceptual framework detailed. Results suggest some interesting implications for policy and practice, particularly for those in educational psychology.

Conclusions The findings suggest the AFI model, grounded in EST and SCT, can address the gap between assessment and intervention, discussed in the literature.