presentation noëlle pameijer
TRANSCRIPT
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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
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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
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Teacher training: expert role in AFI
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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:?
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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
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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 ….
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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
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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
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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
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7. Systematic & transparant: 5 stages
1. Intake 2. Strategy 3. Investigation
4. Integration & needs
assessment
5. Recommendations
SP = School - Psychologist = Scientist - Praticioner
Interventions
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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
assessment 23
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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
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> 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
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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
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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
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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!
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Dutch books
School - psychologists
Primary schools
Secondary schools
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Parents