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Assessment for Intervention (AFI)

AFI: what’s new?

ISPA, Amsterdam, july, 21, 2016

Noëlle Pameijer, MSc, school-psychologist regular and special edcuation, The Netherlands

AFI & train school-psychologists, teachers, school counselors & parents

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Inclusive education (102 regular schools & 5 special education)

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Training assessors in AFI

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Special education: Annie M.G. Schmidt school

Teacher training: expert role in AFI

Aims lecture

(more) knowledge of: -  7 principles AFI -  5 stages AFI -  Research: successes & challenges Powerpoint + article AFI: site ISPA!

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Start: with your neighbor

n  When you hear Assessment For Intervention (AFI): what is your first reaction? Tell each other!

n  Which question about AFI do you have?

Answer each others question!

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7 principles

1.  Goal - directed: recommendations 2.  Transactional perspective: unique system 3.  Educational needs: what does student need to … (goal) 4.  Teachers & parents essential: what do they need to … 5.  Positive factors child, school, parents 6.  Collaborative partnership: co – assessors 7.  Systematic & transparant: 5 stages

* Recent developments, research, guidelines & practice * Most SP’s already work this way & room for improvement:?

1. Goal - directed

n  Goal assessment = answer questions n  Understand & Improve situation, in best

interest child (Hargreaves & Fullan, 2013) n  Nice to know à Need to know

n  SMARTI - goals student, teacher, parents: see, hear, read or notice? (Hattie, 2013)

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I want to learn to cook: read recipe, count amounts and write it down

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I want to learn to co-operate with other kids

2. Transactional perspective

n  This student, this teacher, this group, this school & these parents

n  Protective & risk-factors child, teaching strategies & parental support?

n  Reciprocal influences (Braet & Prins, 2014)

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3. Student’s needs

n  What does this child need to achieve goal? n  Educational needs: type of instruction,

feedback, assignments, learning environment, teacher, group, classmates, parents or ….. (support - sentences)

n  Problem thinking à solution focused acting (Cauffman & van Dijk, 2014)

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Who is welcome?

n  John: has ADHD & ODD, conflicts, parents busy, forget school meetings

n  Joshua: enthusiastic & energetic, needs short assignments, needs movement, boundaries & autonomy (must … & may …), needs teacher with positive attitude & clear rules, parents support learning in school, they need reminder for school meetings, then they will be there

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4. Teachers make a difference

n  Positive teacher - student - relationship = key to succes (Koomen & Verschueren, 2016)

n  One to one testing à observing in classroom: impact teacher on student?

n  Needs student à needs teacher: what does teacher need to support this student more? n  Knowledge, skills, material or … n  Collegues, SP or ….

Parents also matter!

n  When parents are involved (Marzano, 2007) … n  Children’s:

n  wellbeing & learning increase n  behavior problems decrease

n  Parents: more satisfied with school n  Teachers: less stress, happier in teaching

n  What support do parents need to be involved?

n  Knowledge, skills, material, spouse, family, SP or … 17

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Parental support of learning (Marzano, 2007)

1.  Supervision: sleep, food, television, gaming, alcohol, drugs, in time at school

2.  Involvement: interest, homework, translating schoolwork, support rules teacher, share knowledge on what works, compliment teacher

3.  High - but realistic - expectations

5. Positive factors

n  Chances & strengths; talents & interests; exceptions & successful approaches

à  Ecologically valid case formulation (Carr, 2014): risk & protective factors

à Compliments à empowerment à Optimistic à ambitious goals à  Expand what is already strong à feasible

recommendations 19

6. Collaborative partnerships

n  Teachers: experts in teaching n  Parents: hand on experts n  Children (all ages, ICRC, 2013 #12): ideas n  Co-investigators: formulate & test

hypotheses n  Collective brainstorm: understand situation,

goals & support-sentences needs 20

7. Systematic & transparant: 5 stages

1. Intake 2. Strategy 3. Investigation

4. Integration & needs

assessment

5. Recommendations

SP = School - Psychologist = Scientist - Praticioner

Interventions

1. Intake: collaboration starts

n  Reasons & questions for AFI? n  Expectations & requests? n  Hopes & fears; ‘good & bad news’? n  Problematic & positive child, educational

& home environment? n  Own explanations, goals and solutions? à Appointments for collaboration

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2. Strategy, which stage next: 3 or 4?

n  What do we already know? n  Do we need to know more to answer

questions? If …, then … n  Yes à stage 3, Investigation = necessary:

selected questions for investigation n  No à stage 4, Integration & needs

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Transactional perspective: questions?

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Child: + - goal & needs child ?

Teaching: + - goal & needs teacher ?

Parenting: + - goal & needs parents ?

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? ?

Illustration: Achmed,

11 years

n  Positive: motivated, ambitious n  Problem #1: stressed, makes noise n  Goal #1 teacher & parents: noise stops n  How? Talk to him! n  Transactional hypotheses? n  What do you need to know & why? n  Apply if … - then …

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3. Investigation: answers?

n  Question - driven data collection n  Flexibel (2 – 10 hours), no routines n  Tests, questionnaires, interviews,

observations in context n  Clients = co-investigators n  Therapeutic assessment (Finn, 2007)

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4. Integration & needs assessment

n  Bridge to intervention (Haynes, 2011) n  Transactional case formulation n  Goals student, teaching, parental support n  Needs student, teacher, parents n  Generally effective recommendations? n  Suggestions for stage 5

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For example: Hattie (2013)

•  Any classroom, anywhere •  800 meta-analyses, 50.000 studies •  Interventions: (in)effective? •  AFI: hypotheses (stage 2), checklists

(stage 3) & evidence-based recommendations (stage 4)

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Which intervention is most (1) and least (10) effective?

Individual learning

Retention (repeating the same year)

Direct feedback during learning: informative – positive reinforcing

Formative & summative testing

Increase quality of instruction & feedback (direct instructional model)

Labelling students

Make classes smaller (less students in group)

Positive teacher – student - relationship

Parental support of learning in school/supporting parents

Formulate goals in cooperation with student

> 0.4 = very effective, 0.2 - 0.4 = slightly, < 0.2 = negative impact

Intervention Effect

1. Direct feedback: informative – positive reinforcing 1.13

2. Increase quality instruction & feedback 3. Formative & summative testing (‘making soup’) 4. Positive teacher – student - relationship

1.00/0.82

0.90

0.72

5. Parental support of learning /supporting parents

0.55/0.46

6. Formulate goals in cooperation with student 0.52

7. Individual learning (co-operative learning = 0.5) 0.22

8. Labelling children (not labellling = 0.6) 9. Make classes smaller

0.05 0.05

10. Retention - 0.15

5. Recommendations

n  Collaboration, relate to intake: meaningful

n  Discuss answers n  Case formulation: recognize & agree? n  Goals, needs, suggestions: feasible?

n  Recommendations & appointments n  Feedback on assessment

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The value of feedback!

n  Compliments & Suggestions?

n  Examples: n  From child: chairs and ADHD? n  From teacher: AFI-letter for student n  From parents: visualising the situation

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Research on AFI (Algera, 2013)

n  198 assessments n  Teachers, counselors, parents & assessors n  Questionnaire:

n  Assessment according to principles? n  Clients more insight & feasible

recommendations? n  Challenges & successes?

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Principle AFI, according to % Teachers Counselors Parents Assessors

1.  Goal – directed - Goals formulated - Goals evaluated

98 93

87 87

93 100

96 83

2. Transactional - - - -

3. Needs child -  Educational needs - Parenting needs

98 -

98 -

84 87

99 85

4. Needs - Teachers - Parents

93 -

92 -

- 85

95 86

5. Positive factors - Student - Teacher - Parents

100 73 73

100 83 83

87 48 50

96 72 55

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Principle AFI, according to %

Teachers Counselors Parents Assessors

6. Collaboration with Teachers Counselors Parents Child Positive relationship with assessor

86 - 93 30 97

85 92 94 23 87

- - 94 29 93

89 88 88 37 -

7. Systematic & transparent

98 85 94 61

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Goals assessment, according to %

Teachers Counselors Parents Assessors

1.Better understanding of situation (more insight)

90 85 65 95

2. Feasible recommendations for teachers

70 60 - 80

3. Feasible recommendations for parents

- - 52 43

Challenges AFI?

n  Assessors more attention for: n  Positive factors parents n  Collaboration with all children n  Meaningful case formulation for parents n  Feasible interventions for teachers, that

they can apply in classroom n  Feasible recommendations for parents how

to support learning in school 37

Successes AFI?

n  Assessors apply most principles n  Due to AFI teacher’s competency raises

from 6.2 à 7.4 n  80% teachers benefits > costs AFI n  80% parents appreciate participating n  All parties value collaboration with SP n  Same language & goals: benefit child

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The end

n  When you heard AFI: first reaction? à Was lecture what you predicted? n  Which question did you have? à Is question answered? n  What ‘experiment’ are you

doing ‘tomorrow’? ! Come to ‘meet & greet’ for feedback on lecture & questions!

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Aims lecture achieved?

Do you now have (more) knowledge of: -  7 principles AFI? -  5 stages AFI? -  Challenges & successes?

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More information & examples?

n Powerpoint & English article on AFI à www.ispa2016.org

n With many thanks to RINO and Diana Raesner for translating!

n n.pameijer@gmail.com

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Dutch books

School - psychologists

Primary schools

Secondary schools

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Parents