Response to Intervention: Preventing and Remediating Academic Difficulties
Response to Intervention: Preventing and Remediating Academic Difficulties
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DOI：
10.1111/j.1750-8606.2008.00072.x
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发表时间：
2009-04-01
影响因子：
6.4
通讯作者：
Vaughn, Sharon
中科院分区：
文献类型：
--
作者：
Fletcher, Jack M.;Vaughn, Sharon
本文讨论了基于学生干预反应(RTI)的服务提供模式在预防和补救学业困难以及作为识别特殊教育服务的数据源方面的优势和挑战。RTI模式的主要目标是改善所有学生的学业和行为结果。对RTI背后的过程进行了证据审查，包括筛选和进度监测评估、循证干预和学校范围内多层次教学的协调。我们还讨论了RTI的次要目标，即为识别学习障碍(LDS)提供数据。将教学反应纳入识别中代表着一种有争议的转变，不再是认知技能的差异，而认知技能传统上是识别学习困难的主要基础。技术创新进程可能整合普通教育和特殊教育，并为与学习困难相关的研究和公共政策提出新的方向，但学校的规模问题是重大的，需要在利用技术创新数据进行识别方面进行更多研究。
This article addresses the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. The evidence is reviewed for the processes underlying RTI, including screening and progress monitoring assessments, evidence-based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification.