Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail.
Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail.
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对干预的反应：准备好了吗？
DOI：
10.1037/a0016158
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Shaywitz,SallyE
中科院分区：
文献类型：
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作者：
Reynolds,CecilR;Shaywitz,SallyE
“对干预作出反应”的诊断和干预模式正在所有学校迅速实施。在学校里为残疾人援引一个RTI模型的目的显然是值得称赞的，但仔细检查发现，RTI的经验支持的不足，以及对其实际问题的过于乐观的看法。这些模式在没有充分研究和后勤支持的情况下付诸实践，忽视了对残疾学生潜在的长期负面影响。在执行方面存在许多问题：（a）该模式在实践中的关键细节变幻莫测;（B）缺乏对聪明、努力学习的读者的考虑;（c）确定谁是相对的、有背景的、视情况而定的性质;（d）作为诊断或确定残疾的手段，信息权行动程序存在令人担忧的缺陷;（e）显然缺乏以学生为基础的数据来指导有效选择干预方法和组成部分。作为一种预防模式，作者同意RTI的概念。由于作者见证了它在没有可靠和有效的经验基础的情况下应用于残疾确定，对某些残疾儿童的潜在好处仍然是一个未经证实的假设，而对某些残疾儿童的潜在损害仍然是一个非常真实的可能性。
Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical, problematic issues. Models are being put into practice without adequate research and logistical support and neglect the potential negative long-term impact on students with disabilities. Many implementation problems exist:(a) the vagaries of critical details of the model in practice;(b) the lack of consideration of bright struggling readers;(c) the relativeness, contextual, situation dependent nature of who is identified;(d) the worrisome shortcomings of the RTI process as a means of diagnosis or determination of a disability; and (e) the apparent lack of student-based data to guide effective choice of approaches and components of intervention. Practiced as a model of prevention, the authors agree with the concept of RTI. As the authors witness its application to disability determination sans the benefit of a reliable and valid empirical basis, the potential benefits to some children with disabilities remain an unproven hypothesis while the potential detriment to some children with disabilities remains a very real possibility.