Response to mediated intervention: Dynamic assessment in context

Abstract

Aim:This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset.Method/Rationale:Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions.Findings:ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measures of cognitive skill integration demonstrated positive trends. Social validity measures affirmed the value to students and teachers.Limitations:Due to the nature of single case design, one cannot generalise effectiveness of each intervention to the larger population. However, the RTMI process used successfully across multiple cases suggests that the process rather than each intervention might be generalised.Conclusions:Used in an ecosystems context, RTMI shows great promise for helping accelerate academic outcomes for students with education challenges who are not making sufficient progress with academic intervention alone. Attending to student thinking processes facilitates transfer.