Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.
AfA is ready for bigger trials, yet we still don’t know if it helps kids read or do math any better.
01Research in Context
What this study did
Barlow et al. (2015) ran a big pilot of the Achievement for All model in English schools. The model bundles training for teachers, parent talks, and extra help for students with disabilities.
They used a quasi-experimental design. That means they compared schools using AfA with similar schools that kept their usual routine. The report never says if reading or math scores went up or down.
What they found
The paper only tells us the model is ready for a larger trial. It gives no numbers on whether kids learned more, behaved better, or stayed in class longer.
How this fits with other research
Dessemontet et al. (2012) used the same quasi design and also looked at academic gains for students with disabilities. They found inclusion gave a tiny literacy boost but no math benefit. AfA may face the same slim margins.
Danker et al. (2019) and Kully-Martens et al. (2018) show targeted programs can move scores. ABRA lifted word-reading accuracy and MILE raised math marks. These focused tools outperformed the broad AfA package.
DeRoma et al. (2004) add a warning: half of school studies skip functional behavior assessment, and FBA presence did not predict better outcomes. AfA’s wide brush may miss the fine-detail assessment that really helps.
Why it matters
AfA sounds good on paper, but this pilot offers no proof it works. Before you pitch a district-wide roll-out, ask to see the data. Start with smaller, proven pieces like brief reading or math modules while you wait for stronger evidence.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Pull the ABRA or MILE protocols and test them in one classroom while the admin debates AfA.
02At a glance
03Original abstract
In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students.
Research in developmental disabilities, 2015 · doi:10.1016/j.ridd.2014.10.029