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ERIC Number: EJ1040624
Record Type: Journal
Publication Date: 2013-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-2159-2020
Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework
Laija-Rodriguez, Wilda; Grites, Karen; Bouman, Doug; Pohlman, Craig; Goldman, Richard L.
Contemporary School Psychology, v17 n1 p81-91 Jan 2013
Current assessments in the schools are based on a deficit model (Epstein, 1998). "The National Association of School Psychologists (NASP) Model for Comprehensive and Integrated School Psychological Services" (2010), federal initiatives and mandates, and experts in the field of assessment have highlighted the need for the comprehensive assessment of students in order to understand students' pattern of strengths and weaknesses, explain areas of deficit, and derive scientifically based interventions to increase students' positive development and outcomes (Hale et al., 2010; Reynolds, 2008; U. S. Department of Education, 1994; 2006). These developments call for a paradigm shift from a deficit perspective to a strength-based assessment and intervention focus. The leveraging strengths assessment and intervention model (LeStAIM), described in this article, is a comprehensive theoretical strength-based assessment framework consistent with NASP's model for practice in school psychology, federal initiatives and mandates, and experts recommendations for best practices in assessment. This theoretical strength-based assessment model makes use of ecological theory, neurodevelopmental constructs, dynamic assessment, positive psychology, and resiliency theory to understand cognitive processes, learning, and social emotional functioning. Leveraging strengths to address weaknesses is emphasized to promote positive student development using individual and multi-systemic based interventions.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A