King Kathleen R, Lembke Erica S, Reinke Wendy M
Department of Psychology, East Carolina University.
Department of Special Education, University of Missouri.
Sch Psychol Q. 2016 Mar;31(1):43-57. doi: 10.1037/spq0000111. Epub 2015 Mar 9.
Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record
根据学业和行为风险对儿童进行分类，可能会对响应干预（RTI）和多层次支持系统（MTSS）模型中的干预资源分配产生重要影响。对517名三年级学生的样本进行了潜在类别分析（LCA）。阅读、数学和行为领域的秋季筛查分数被用作全州年终学业成就测试成功与否的指标。结果确定了3类儿童，包括学业和行为问题最少的一类（第1层；占样本的32%）、有学业问题风险且有一定行为问题风险的一类（第2层；占样本的37%），以及有严重学业和行为问题的一类（第3层；占31%）。每一类都能预测全州学业成就测试的年终成绩，第1层的学生在测试中的表现显著高于第2层的学生，而第2层的学生又比第3层的学生得分显著更高。这项研究的结果表明，可以通过简短的筛查措施确定不同类别的儿童，并且这些类别能够预测他们日后的学业成就。本文还讨论了对有学业失败和行为问题风险的学生进行预防和干预的进一步意义。（PsycINFO数据库记录）
