A study on major components of response-to-intervention in mathematics (수학 영역에 있어 중재반응모델의 중재 요소에 대한 고찰)

김용욱; WOO JEONG HAN (우정한); 이성환; 안정애

A study on major components of response-to-intervention in mathematics

Journal of Special Education: Theory and Practice
Abbr : JSPED
2008, 9(1), pp.279-302
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

김용욱 ¹, WOO JEONG HAN ², 이성환 ¹, 안정애 ³

¹대구대학교
²대구사이버대학교
³달성초등학교

Accredited

ABSTRACT

In this study, 6 experimental studies, which applied the response-to-intervention (RTI) to the at-risk children on mathematics, were analyzed to draw a solution on the main problematic issues before introduction and application in Korea. 6 studies which have been reported from 1982 to 2007, were reviewed on issues such as: 1) appropriate time and target population for effective applying RTI; 2) numbers and types of tier 3) measurement ways to nonresponse 4) effectiveness on identifying of learning difficulties. The major conclusions are summarized as follows: First, the response-to-intervention model was mainly applied to the 1st and 2nd grade students with class-wide or school-wide. Second, 2 or 3 tiers were mainly adopted and the 1st tier were used for selecting at-risk children, then the 2nd and 3rd tier were each used for increasing intensive teaching. Third, the CBM was mainly used as a measurement tool, and low-ranking 16% criteria was applied in selecting at-risk children, but criteria in nonresponse were various. Forth, it is suggested that response-to-intervention model could be a strict standard which might decrease a prevalence in identifying learning disabilities.Based on these results, there are, though, some implications in measurement and procedural issues in applying response-to-intervention to mathematics field for students with learning difficulties, however, it seems to be still needed theoretical and experimental verifications to find out perfect agreement on these issues.

KEYWORDS

response-to-intervention, RTI, Learning Disabilities.

Citation status

* References for papers published after 2023 are currently being built.

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