Vanderbilt University, Nashville, TN, 37203, USA.
J Learn Disabil. 2012 May-Jun;45(3):257-69. doi: 10.1177/0022219412442167. Epub 2012 Apr 6.
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.
在这篇文章中，作者考虑了反应干预（RTI）的力量和局限性，以减少对传统上被确定为有数学学习障碍的学校人群的持续和密集服务的需求。为了评估 RTI 的稳健性，作者描述了四项具有强大功效证明的研究，他们考虑了未响应的学生百分比、辅导和无风险学生之间的辅导后成绩差距，以及数学课程各个组成部分的转移程度。然后，作者讨论了与数学干预一般以及 RTI 背景下相关的影响和其他研究问题。最后，作者提出了一个扩展的 RTI 概念化方案。
