Test: School Motivation and Learning Strategies Inventory (SMALSI)
Publisher: Western Psychological Services (WPS)
Publication: 2007
Age Range: 8-12 (Child Form); 13-18 (Teen Form)
Admin time: About 20 minutes
The School Motivation and Learning Strategies Inventory (SMALSI) is an instrument I was introduced to briefly on its arrival to the school psychology scene as a possible compliment or replacement to some of the older or less broad academic enabler evaluations on the market (e.g. LASSI - Learning and Study Strategies Inventory or the ACES - Academic Competency Evaluations Scales). Due to the ease of administration (computer admin and scoring available) it soon became my standard test for evaluating these areas. Initially I threw the SMALSI at borderline LD cases or for those who were not going in the direction of a diagnosis to determine whether motivation or learning strategy use. In reality, I suspect most clinicians (including myself historically) have left these tests, along with many supplemental self-reports, as a small complementary paragraph at the end of the report. I also suspect that this paragraph was often ignored in the bigger scheme of things.
Recently on a case that proved to have a complex history but resulted in no formal diagnosis I decided to take a more comprehensive look at the SMALSI and what it could offer to this particular student as a map on how to increase their academic success. When performing an item level analysis on the SMALSI it can be quite surprising what strategies are not being used by students who even perform within the Average range on particular strategy domains. Whether intentional or not (e.g. never trained to do so) it is likely that an increased level of success would be the result of implementing these academically.
What does SMALSI offer?
The tool provides an evaluation of several "strengths" and "liabilities" which are essentially a checklist of positive learning strategy use combined with measures of potential interpersonal risk factors. The domains include:
Strengths
Study Strategies
Note-Taking/Listening Skills
Reading/Comprehension Strategies
Writing/Research Skills
Test-Taking Strategies
Organizational Techniques
Time Management
Liabilities
Low Academic Motivation
Test Anxiety
Concentration/Attention Difficulties
How should it be interpreted?
With many T scored scale domains you need to use caution in assuming that an average result in one area means that the student is fully capable within that context. In the case of the SMALSI, more often than not, I've found it is more likely to be an averaging of strengths and weaknesses. You also must be cautious in recognizing that these are the students self perception of their competency in the use of these strategies.
In my experience with using the SMALSI over the last few years is that the domain scores are less useful than the actual item reports. Fortunately the computer report provides an easy to view narrative of item responses that allows you to quickly pinpoint those areas that the student is not implementing in their academic efforts. These results subsequently can be used to provide a checklist or "to do" list of what the student needs to do to take the next step academically.
For example, responses may indicate the following (items are greatly paraphrased for copyright purposes):
I NEVER study differently for different types of tests (e.g. multiple choice or essay)
I SOMETIMES make notes regarding material I do not understand in order to ask my teacher at a later time
I NEVER use the review material at the end of a book chapter to prepare for tests
It is not a large leap to ascertain that these are each things a student should be doing. Regardless of why they are not doing these strategies (with the exception of if they are incapable) it would be helpful that these are drawn to their attention and used in future settings.
Unfortunately, in my experience this can quickly become a LONG list which risks taking away from other aspects of the report. What I have taken to doing is creating an addendum to the report (noting this in the reports body) that lists the students responses that were in the NEVER or SOMETIMES range that should be used more frequently. This list then is reviewed with the student and allows them for some easy strategies that they can implement immediately and take personal ownership over. This can be quite helpful in the face of many recommendations that the student does not have a great deal of personal control over.
How much does it cost?
Adding a paper and pencil self-report checklist can get quite pricey if you have several in each case. Fortunately the SMALSI provides a unlimited use computer administration that can be found in Canada for about $450. In the end that is less than many test kits in total and provides a very valuable addition to your test kit at no additional cost.
MHS has it for $435 Canadian HERE
PsyCan's price is a bit more prohibitive at $600 HERE
Some support literature:
A Review of the SMALSI is available in the Canadian Journal of School Psychology:
Review of the School Motivation and Learning Strategies Inventory (SMALSI)
J Jeary - CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY, 2007
One of the authors PhD dissertations was on the tests complete development. A PDF of that dissertation is available here: Development of the School Motivation and Learning Strategies Inventory - PhD Dissertation by Kathryn Chatham Stroud
A not so useful powerpoint from the publisher: HERE
What else is out there?
There are several other SMALSI Like tests that you may already own that could provide a similar (though in my opinion less comprehensive) review:
BRIEF - Covers self-regulation based academic enablers to a degree (All ages)
LASSI - Learning and Study Strategies Inventory (College & High School)
SRSI - Self Regulation Strategy Inventory (High School)
MSLQ - Motivated Strategies for Learning Questionnaire (College & High School)
STRANDS - Survey of Teenage Readiness and Neurodevelopmental Status
ACES - Academic Competence Evaluations Scales - (Grade 6+)
