ABSTRACT— This article addresses 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. The evidence is reviewed 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.

中文翻译：

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对干预的反应：预防和补救学业困难。

摘要- 本文讨论了基于学生对干预的反应 (RTI) 以预防和纠正学业困难以及作为识别特殊教育服务的数据源的服务提供模式的优势和挑战。RTI 模型的主要目标是提高所有学生的学业和行为成果。对 RTI 基础过程的证据进行审查，包括筛选和进度监测评估、循证干预以及全校范围内多层次教学的协调。我们还讨论了 RTI 的次要目标，即为识别学习障碍 (LD) 提供数据。将教学反应纳入识别代表了从传统上作为 LD 识别的主要基础的认知技能差异的有争议的转变。RTI 过程可能会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的方向，但学校的规模问题很重要，需要对使用 RTI 数据进行识别进行更多研究。