University of Texas at Austin, College of Education, Austin, 78712, USA.
Psicothema. 2010 Nov;22(4):970-4.
Response to Intervention (RtI), a cyclical process that incorporates assessment and instruction, is both an approach to prevent learning difficulties and to establish student eligibility for special education. Assessment results are used to determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided. Although this process is preferable to the IQ/achievement discrepancy model for determining the presence of specific learning disabilities, there are still a number of unresolved issues related to the assessment procedures in use. A pressing issue is the identification of measures and procedures that identify students with the greatest precision thus reducing inappropriate identification.
反应干预（RtI）是一种循环过程，它结合了评估和教学，既是预防学习困难的一种方法，也是确定学生是否有资格接受特殊教育的一种方法。评估结果用于确定学生的初始知识和技能、他们对逐渐更密集的教学水平的需求，以及衡量他们对所提供的干预措施的反应。虽然这一过程优于智商/成就差异模型，用于确定特定学习障碍的存在，但在使用中的评估程序方面仍有一些悬而未决的问题。一个紧迫的问题是确定具有最高精度的措施和程序，从而减少不适当的识别。
