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

ABSTRACT

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 Bio-Ecological Systems Theory (BEST) and Social Constructivist Theory (SCT). AFI is a five-stage assessment model that aims to provide useful and evidence-based recommendations. An exploratory ‘two case’ case study was employed and the AFI framework was applied to two case referrals made to a school psychological service in Ireland. A pilot study was conducted to inform the research design. Participants rated Likert statements exploring case propositions, before and after application of the AFI model. Semi-structured interviews were also conducted. Thematic analysis and pattern-matching were employed to analyse interview data. The findings suggest the AFI model, grounded in BEST and SCT, can address the gap between assessment and intervention, discussed in the literature. Implications for policy and practice in educational psychology are discussed.

KEYWORDS:

• AFI model
• assessment
• intervention
• Bio-Ecological Systems Theory
• Social Constructivist Theory
• DES policy

Disclosure statement

No potential conflict of interest was reported by the authors.