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BASA IMPLEMENTATION FOR CHILDREN WITH LEARNING DISABILITIES: THE ONE-YEAR CBM CASE STUDY IN KOREA

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(1), pp.193-213
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim, Dongil 1 KOH HYE JUNG 1 이해린 2

1서울대학교
2서울대학교 특수교육전공

Accredited

ABSTRACT

Recently, an Response to Intervention(RTI) is a noted for assessment and intervention model for the students with learning disabilities. The two core principles of the RTI model are ‘scientifically-based-instruction’ and ‘students’ response to intervention’. In order that, the evidence-based-approach is a become key element, so many case studies are fundamentally needed to measure and collect data on students with learning disabilities. For that reason, this case study examined Math CBM progress monitoring during 12 months and provided RTI-tier2 intervention for 4 months of two elementary students at risk for math-learning disabilities. The result showed mathematics calculation skills of two students at risk for math-learning disabilities are steadily improved by the intensive intervention. Therefore, this study provided practical examples and directionality that how to assess and offer the intervention on RTI model to students who request special educational needs.

Citation status

* References for papers published after 2022 are currently being built.

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