Fletcher Jack M, Vaughn Sharon
Department of Psychology, University of Houston, Houston TX.
Child Dev Perspect. 2009 Apr;3(1):30-37. doi: 10.1111/j.1750-8606.2008.00072.x.
We address the advantages and challenges of service delivery models based on student response to intervention (RTI) for preventing and remediating academic difficulties and as data sources for identification for special education services. The primary goal of RTI models is improved academic and behavioral outcomes for all students. We review evidence for the processes underlying RTI, including screening and progress monitoring assessments, evidence-based interventions, and schoolwide coordination of multitiered instruction. We also discuss the secondary goal of RTI, which is to provide data for identification of learning disabilities (LDs). Incorporating instructional response into identification represents a controversial shift away from discrepancies in cognitive skills that have traditionally been a primary basis for LD identification. RTI processes potentially integrate general and special education and suggest new directions for research and public policy related to LDs, but the scaling issues in schools are significant and more research is needed on the use of RTI data for identification.
我们探讨了基于学生干预反应（RTI）的服务提供模式在预防和补救学业困难方面的优势与挑战，以及作为特殊教育服务鉴定数据源的情况。RTI模式的主要目标是提高所有学生的学业和行为成果。我们回顾了RTI背后的过程的证据，包括筛查和进展监测评估、循证干预以及全校范围内多层级教学的协调。我们还讨论了RTI的次要目标，即提供用于识别学习障碍（LD）的数据。将教学反应纳入鉴定代表了一种有争议的转变，即从传统上作为LD鉴定主要依据的认知技能差异转向。RTI过程有可能整合普通教育和特殊教育，并为与LD相关的研究和公共政策提出新方向，但学校中的规模问题很显著，并且需要更多关于使用RTI数据进行鉴定的研究。
