Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Albrecht, S.F., & Braaten, S. (2008). Strength-based assessment of behavior competencies to distinguish students referred for disciplinary intervention from non-referred peers. Psychology in the Schools, 45(2), 91–103.
Baker, M., Koegel, R.L., & Koegel, L.K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for persons with Severe Handicaps, 23, 300–308.
Barton, W.H., Mackin, J.R., & Fields, J. (2006). Assessing youth strengths in a residential juvenile correctional program. Residential Treatment of Children & Youth, 23(3/4), 1–36.
Benard, B. (1997). Turning it around for all youth: From risk to resiliency. ERIC/CUE Digest, 126. ED412309.
Benson, P.L., Scales, P.C., Hamilton, S.F., Sesma, A., Hong, K.L., & Roehlkepartain, E.C. (2006). Positive youth development so far: Core hypotheses and their implications for policy and practice. Insight & Evidence: Promoting Healthy Children, Youth, and Communities, 3(1), 1–13. Retrieved from: http://www.search-institute.org/system/files/insightsEvidence-11-06.pdf
Blundo, R. (2001). Learning strength-based practice: Challenging our personal and professional biases. Families and Societies, 82(3), 296–304.
Bouman, D.S., France, K., Goldman, R., Grites, K., Laija-Rodriguez, W., Pohlman, C. (2012, February). Leveraging Strengths and Intervention Model (LeStAIM). Paper presented at the Learning Disabilities Association International Conference, Chicago, Ill.
Brookman-Fraxee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6, 195–213.
Buckley, J.A., & Epstein, M.H. (2004). The behavioral and emotional rating scale-2 (BERS—2: Providing a comprehensive framework to strength-based assessment. The California School Psychologist, 9, 21–28.
Cosden, M., Kern, L., Koegel, R.L., Koegel, A., & Greenwell, E.K. (2006). Strength-based assessment for children with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 31(2), 134–143.
Cooper, H., Valentine, H.C., Nye, B., & Lindsay, J.J. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91, 369–378.
Cox, K.F. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 5(3), 287–301.
Dawson, M., Cummings, J.A., Harrison, P.L., Short, R.J., Gorin, S., & Palomares, R. (2003/2004). The 2002 multisite conference on the future of school psychology: Next steps. School Psychology Quarterly, 18, 497–509.
Eggen, P., & Kauchak, D. (2007). Windows on classrooms: Educational psychology (7th ed.). New York: Prentice Hall.
Epstein, M.H. (1999). The development and validation of a scale to assess the emotional and behavioral strengths of children and adolescents. Remedial and Special Education, 20(5), 258–262.
Epstein, M.H. (1998). Assessing the emotional and behavioral strengths of children. Reclaiming Children and Youth, 6(4), 250–252.
Erchul, W.P., & Martens, B.K. (2010). School consultation: Conceptual and empirical bases of practice: Third Edition. New York: Springer Science and Business Media, LLC.
Gilman, R., Huebner, E.S., Furlong, M.J. (2009). Handbook of Positive Psychology in the Schools. New York: Routledge.
Hale, J.B., Alfonso, V., Berninger, V., Bracken, Christo, C., Clark, E., Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223–236.
Hale, J.B., & Fiorello, C.A. (2004). School neuropsychology: A practitioner’s handbook. New York: Guilford Press.
Hansen, J., Sharman, L., & Esparza-Brown, J. (April, 2009). Pattern of strengths and weaknesses in specific learning disabilities: What’s it all about? Oregon school psychologists association SLD pattern of strength and weaknesses committee technical assistance paper. Retrieved from http://www.ospaonline.com/patternsstrengthWesk.html
Jimerson, S.R., Sharkey, J.D., Nyborg, V., & Furlong, M.J. (2004). Strength-based assessment and school psychology: A summary and synthesis. The California School Psychologist, 9, 1–27.
Kaufman, A. (2008). Neuropsychology and school psychology. In E. Fletcher-Jenzen, & C.R. Reynolds (Eds.), Neuropsychological perspectives on learning disabilities in the era of RtI: Recommendations for diagnosis and intervention. (pp. 2–13). Hoboken, NJ: Wiley.
Laursen, E.K. (2003). Frontiers in strength-based treatments. Reclaiming Children and Youth, 12(1), 12–17.
LeBuff, P., Shapiro, V., & Naglieri J. (2009). An introduction to the Devereaux student strength assessment (DESSA). Lewisville, NC: KPress.
Levine, M.D. (2001). Developmental variation and learning disorders: Second edition. Cambridge, MA: Educators Publishing Service.
Lidz, C.S., & Elliott, J.G. (2000). Dynamic assessment: Revealing models and applications (pp. 443–488). Oxford: JAI/Ablex.
Lubbe, C., & Eloff, I. (2004). Asset-based assessment in educational psychology: Capturing perceptions during a paradigm shift. The California School Psychologist, 9, 29–38.
Masten, A.S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238.
National Association of School Psychologists model for comprehensive and integrated school psychological services. (2010). School Psychology Review, 39(2), 320–333.
Nickerson, A.B. (2007). The use and importance of strength-based assessment. School Psychology Forum: Research in Practice, 2(1), 15–25.
Ogg, J.A., Brinkman, T.M., Dedrick, R.F., & Carlson, J.S. (2010). Factor structure invariance across gender of the Devereux early childhood assessment protective factor scale. School Psychology Quarterly, 23(2), 107–118.
Peterson, C., & Park, N. (2003, March). Assessment of character strengths among youth: The values in action inventory of strengths for youth. Paper presented at the meeting of Positive Indicators of Youth Development, Washington, DC.
Pohlman, C. (2008). Revealing minds: Assessing to understand and support struggling learners. San Francisco: Wiley.
Rashid, T., & Ostermann, R.F. (2009). Strength-based assessment in clinical practice. Journal of Clinical Psychology: In Session, 65(5), 488–498.
Reid, R., Epstein, M.H., Pastor, D.A., & Ryser, G.R. (2000). Strengths-based assessment differences across students with LD and EBD. Remedial and Special Education, 21(6), 346–355.
Robinson-Zanartu, C., & Aganza, J. (2000). Dynamic assessment and sociocultural Context: Assessing the whole child. In C.S. Lidz & J.G. Elliott (Eds.), Dynamic assessment: Revealing models and applications (pp. 443–488). Oxford: JAI/Ablex.
Reynolds, C.R. (2008). RtI, neuroscience, and sense: Chaos in the diagnosis and treatment of learning disabilities. In E. Fletcher-Jenzen & C.R. Reynolds (Eds.), Neuropsychological perspectives on learning disabilities in the era of RtI: Recommendations for diagnosis and intervention (pp. 14–27). Hoboken, NJ: Wiley.
Rhee, S., Furlong, M.J., Turner, J.A., & Harari, I. (2001). Integrating strength-based perspectives in psycho-educational evaluations. The California School Psychologist, 6, 5–17.
Sattler, J.M. (2008). Assessment of Children: Cognitive Applications. San Diego, CA: Jerome M. Sattler.
Schultz, E. (n.d). SLD evaluation: Linking cognitive assessment data to learning strategies. Retrieved from: http://ldanatl.org/aboutld/parents/special_ed/sld-eval.asp
Schneider, W.J., & McGrew, K.S. (2012). The Cattell-Horn-Carroll model of intelligence. In D.P. Flanagan & P.L. Harrison (Eds.), Contemporary intelligence testing: Theories tests and issues (pp. 99–144). New York, NY: The Guilford Press.
Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.
Seligman, M.E., Steen, T.A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 10–421. doi:10.1037/0003-066X.60.5.410
Sharkey, J.D., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45(5), 402–418.
U.S. Department of Education. (2006). Identification of specific learning disabilities. Retrieved from: http://www.idea.ed.gov/explore/view
U.S. Department of Education. (1994). National agenda for achieving better results for children and youth with severe emotional disturbances. Retrieved from: http://www.cecp.air.org/resources/ntlagend.asp
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Laija-Rodriguez, W., Grites, K., Bouman, D. et al. Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework. Contemp School Psychol 17, 81–91 (2013). https://doi.org/10.1007/BF03340990
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03340990