Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework

• Published in: California school psychologist 2013, Vol.17 (1), p.81-91
• Main Authors: Laija-Rodriguez, Wilda, Grites, Karen, Bouman, Doug, Pohlman, Craig, Goldman, Richard L.
• Format: Article
• Language: English
• Subjects: Alternative Assessment; Behavioral Science and Psychology; Best Practices; Child and School Psychology; Children & youth; Cognitive Processes; Disability; Educational Psychology; Emotional Adjustment; Families & family life; General Article; Individualized Education Programs; Individualized Instruction; Intervention; Learning; Learning disabilities; Mental health; Methods; Parent Participation; Psychological research; Psychological Services; Psychological tests; Psychology; Resilience (Psychology); School psychologists; School Psychology; Social Adjustment; Special education; Student Development; Student Evaluation; Students; Teaching Methods
• ISSN: 2159-2020; 2161-1505
• DOI: 10.1007/BF03340990

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.