Burns Matthew K, Jacob Susan, Wagner Angela R
University of Minnesota, Minnesota, USA.
J Sch Psychol. 2008 Jun;46(3):263-79. doi: 10.1016/j.jsp.2007.06.001. Epub 2007 Jul 12.
The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI-based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included.
2004年的《残疾人教育改进法案》允许学校将儿童对基于研究的干预措施（RTI）的反应作为识别学习障碍学生程序的一部分。本文探讨了基于RTI的评估模型是否符合可接受评估实践的伦理和法律标准。基于对现有研究的回顾，得出的结论是，精心设计和实施的基于RTI的评估实践有可能具有多方面性、公平性、有效性和实用性。基于RTI的可接受评估实践面临的威胁包括：缺乏适用于不同学术领域、种族群体、幼儿园至12年级以及英语水平有限的学生的基于研究的干预措施；对于如何确定对干预无反应何时需要正式转介以评估特殊教育资格存在不确定性；难以将科学合理的RTI实践转化到当地学校层面；以及工作人员培训不足和治疗保真度差。文中还包括了对未来研究的建议方向。
