Barth Amy E, Stuebing Karla K, Anthony Jason L, Denton Carolyn A, Mathes Patricia G, Fletcher Jack M, Francis David J
University of Houston, United States.
Learn Individ Differ. 2008 Sep;18(3):296-307. doi: 10.1016/j.lindif.2008.04.004.
In order to better understand the extent to which operationalizations of response to intervention (RTI) overlap and agree in identifying adequate and inadequate responders, an existing database of 399 first grade students was evaluated in relation to cut-points, measures, and methods frequently cited for the identification of inadequate responders to instruction. A series of 543 2x2 measures of association (808 total comparisons) were computed to address the agreement of different operationalizations of RTI. The results indicate that agreement is generally poor and that different methods tend to identify different students as inadequate responders, although agreement for identifying adequate responders is higher. Approaches to the assessment of responder status must use multiple criteria and avoid formulaic decision making.
为了更好地理解回应干预（RTI）的操作在识别达标和未达标的回应者方面的重叠程度和一致性，我们对一个包含399名一年级学生的现有数据库进行了评估，评估内容涉及常用于识别教学未达标回应者的临界点、测量方法和手段。我们计算了一系列543个2×2关联度量（共808次比较），以探讨RTI不同操作之间的一致性。结果表明，一致性普遍较差，不同方法往往会将不同的学生识别为未达标回应者，不过在识别达标回应者方面的一致性较高。评估回应者状态的方法必须采用多种标准，避免程式化决策。
