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In education, response to intervention (commonly abbreviated RTI or RtI) is an approach to academic and behavioral intervention used in the United States to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to prevent academic and behavioral failure through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed. In terms of identifying students with specific learning disabilities (SLD), RTI was proposed as an alternative to the ability–achievement discrepancy model, which requires children to exhibit a significant discrepancy between their ability (often measured by IQ testing) and academic achievement (as measured by their grades and standardized testing). Methods to identify students with SLD have been controversial for decades 〔Ysseldyke, J., Thurlow, M., Graden, J., Wesson, C., Algozzine, B., & Deno, S. L. (1983). Generalizations from five years of research on assessment and decision-making: The University of Minnesota Institute. Exceptional Education Quarterly, 4, 75-93.〕 and proponents of RTI claim that the process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004), while opponents claim that RTI simply identifies low achieving students rather than students with learning disabilities. ==Description== RTI is originally a special education term that has broadened into general education framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make variety of educational decisions, including, but not limited to SLD eligibility.〔National Association of State Directors of Special Education (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: NASDSE, Inc.〕〔〔http://www.nasponline.org/resources/handouts/revisedPDFs/rtiprimer.pdf Response to Intervention (RTI): A Primer for Parents (Nationally Association of School Psychologists)〕 To facilitate this broadened conception of RTI, a shift to labeling this approach as a Multi-Tier System of Supports (MTSS) is occurring in schools and the professional literature 〔Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI (pp. 47-77). Bethesda, MD: National Association of School Psychologists.〕 Key to the RTI process is the application of scientifically based interventions that have been demonstrated to work in randomized controlled trials. A goal of the RTI process is to apply accountability to educational program by focusing on programs that work rather than programs that simply look, sound, or feel good. RTI follows a number of core assumptions:〔 #The educational system can effectively teach all children #Early intervention is critical to preventing problems from getting out of control #The implementation of a multi-tiered service delivery model is necessary #A problem solving model should be used to make decisions between tiers #Research based interventions should be implemented to the extent possible #Progress monitoring must be implemented to inform instruction #Data should drive decision making A learning disability is defined as a neurological disorder that affects the brain's ability to receive, process, store, and respond to information. They are a group of disorders that can impact many areas of learning, including reading, writing, spelling, math, listening, and oral expression.〔http://www.ncld.org/ld-basics/ld-aamp-language〕 In the process of identifying learning disabilities, RTI differs from the formerly standard "ability–achievement discrepancy" approach in that decisions are based on outcomes of targeted interventions rather than mathematical discrepancies between scores achieved on standardized assessments. In the RTI process, service delivery is typically divided into three levels (tiers) of support, with the intensity of interventions increasing with each level.〔〔Gresham, F.M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343.〕 Tier 1 is focused specifically within the core curriculum, with instruction and interventions targeting all students. Approximately 80% to 85% of the general student body should be able to meet grade level norms without additional assistance beyond the first tier. Students who consistently do not perform within the expected level of performance through Tier 1 instruction are then provided with additional supplementary interventions at Tier 2, which typically involves small group instruction. Approximately 3% to 6% of students will continue to have difficulties after Tier 2 interventions; these students will then receive Tier 3 intervention services, which is the most intense level of intervention (often one-on-one) provided in the regular education environment. As RTI is a regular education initiative, all three tiers of services are intended to be provided as supplements to, not replacements for, the regular education curriculum; there are some, however, who view Tier 3 as special education.〔〔Hale (2006) first presented a model that included Standard Protocol Model RTI at Tier 1, Problem-Solving Model RTI at Tier 2, and individualized special education at tier 3.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「response to intervention」の詳細全文を読む スポンサード リンク
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