J Learn Disabil. 2011 Mar-Apr;44(2):99-104. doi: 10.1177/0022219411400019.
Children with learning problems require early intervention. If it is evidence based and implemented with integrity and intensity, it will accelerate the academic progress of many students. This is the hope and expectation of the many supporters of responsiveness-to-intervention (RTI). A minority of children, however, will not respond sufficiently to such intervention because of learning disorders like specific learning disabilities (SLD). Some RTI models do not include research-backed methods to identify these children, nor do RTI practitioners often produce the data necessary to develop individualized instruction for them. The authors suggest practitioners go beyond typical RTI assessment data documenting responsiveness/ unresponsiveness to conduct comprehensive evaluations of these most difficult-to-teach students and to include in their evaluations carefully chosen cognitive measures. This special issue presents the work of teams of researchers, which suggests that cognitive and neuropsychological assessments can provide information to further understand SLD, which in turn can guide development of promising interventions.
有学习问题的儿童需要早期干预。如果这种干预基于证据且实施得完整而有力，将加速许多学生的学业进步。这是响应式干预（RTI）的众多支持者的希望和期望。然而，由于学习障碍，如特定学习障碍（SLD），少数儿童对这种干预的反应不够充分。一些 RTI 模型不包括研究支持的方法来识别这些儿童，也不包括 RTI 从业者经常为他们制定个性化教学所需的数据。作者建议从业者超越典型的 RTI 评估数据来记录响应/无响应，对这些最难教的学生进行全面评估，并在评估中纳入精心挑选的认知测量。本期特刊介绍了研究团队的工作，表明认知和神经心理学评估可以提供信息，以进一步了解 SLD，这反过来又可以指导有前途的干预措施的发展。
