A Study on Developing School Based Response to Intervention(RTI) Model for Children with Mathematical Leaming Difficulties and Disabilities (수학 학습곤란 아동의 연산능력 향상과 학습장애 위험학생의 선별을 위한 학교기반 중재반응모델 개발에 대한 연구 )

김용욱; 이성환; 안정애; 김영걸

A Study on Developing School Based Response to Intervention(RTI) Model for Children with Mathematical Leaming Difficulties and Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2011, 12(1), pp.229-260
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

김용욱 ¹, 이성환 ², 안정애 ³, 김영걸 ⁴

¹대구대학교
²주례초등학교
³달성초등학교
⁴대구사이버대학교

Accredited

ABSTRACT

The purpose of this study was to develop school based response to intervention(RTI) model which screen students with math learning disabilities. So first content of this study was to know the effect of RTI model on math calculation ability of at-risk students with math learning disabilities and second content was to know the effect of RTI model on screening students who didn’t respond to multi-tier calculation intervention. For this study, 1072 elementary 2~3 grade students of 6 schools in Busan and Daegu cities were employed and researched by 3-tier RTI model(general instruction, small group instruction and individualized instruction). The testing tools of this study were math calculation achievement test and math-curriculum based measurement(M-CBM). The results of this study were as follows: First, math calculation ability of at-risk students with math learning disabilities was improved by RTI model based on multi tier intervention. Especially the influence of small group instruction of tier 2 was higher than general instruction of tier 1. Second, RTI model using dual non-discrepancy criteria(achievement and progress) was effective for reducing students who didn’t respond to multi -tier calculation intervention. According to this results, the conclusions of this study were as follows: First, RTI model should be introduced to school to improve math calculation ability and to screen at-risk students with math learning disabilities. Second, 2-tier RTI model is more effective than others, because it reduces the number of at-risk students with math learning disabilities dramatically and applies to school easily.

KEYWORDS

school-based response to intervention(RTI) model, mathematical learning difficulties, mathematical learning disabilities.

Citation status

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

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This paper was written with support from the National Research Foundation of Korea.

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96