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題名：介入反應模式在鑑定學習障礙方面的運用
書刊名：特教論壇
作者：黃瑋苓
作者(外文)：Huang, Wei-ling
出版日期：2008
卷期：5
頁次：頁27-42
主題關鍵詞：學習障礙；介入反應模式；智力-成就差距；Learning disabilities；Responsiveness to intervention；Ability-achievement discrepancy
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:17
  • 點閱點閱:44
2004年身心障礙者教育法修正案(IDEA)允許使用介入反應模式(responsiveness to intervention)，作爲鑑定學習障礙的另一種模式。本文即針對介入反應模式興起的原因、架構、優點、尚未解決議題與現今研究的方向進行探討，並提供相關建議，期能對國內制定學習障礙鑑定政策方面注入新的觀念。
The recent reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) allowed for the use of response-to-intervention (RTI) as an alternative to discrepancy-based models for identification of learning disabilities (LD). A brief overview of the approach was provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs. According to issues related to RTI implementation, the author offered some suggestions to improve identification of learning disabilities.
期刊論文
1.Vellutino, F. R.、Scanlon, D. M.、Lyon, G. R.(2000)。Differentiating between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence against the IQ-Achievement Discrepancy Definition of Reading Disability。Journal of Learning Disabilities，33(3)，223-238。  new window
2.Clay, M.(1987)。Learning to be learning disabled。New England Journal of Educational Studies，22(2)，155-171。  new window
3.Bocian, K.、Beebe, M.、MacMillan, D.、Gresham, F. M.(1999)。Competing paradigms in learning disabilities classification by schools and variations in the meaning of discrepant achievement。Learning Disabilities Research & Practice，14，1-14。  new window
4.Fuchs, D.、Fuchs, L. S.、Compton, D. L.(2004)。Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria。Learning Disability Quarterly，27(4)，216-228。  new window
5.Gresham, F. M.、Witt, J. C.(1997)。Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions。School Psychology Quarterly，12，249-267。  new window
6.Haager, D.(2007)。Promises and cautions regarding using response to intervention with English language learners。Learning Disability Quarterly，30(3)，213-218。  new window
7.Mellard, D. F.、Byrd, S. E.、Johnson, E.、Tollefson, J. M.、Boesche, L.(2004)。Foundations and research on identifying model responsiveness-to-intervention sites。Learning Disabilities Quarterly，27，243-256。  new window
8.Barnes, A. C.、Harlacher, J. E.(2008)。Clearing the Confusion: Response-to-intervention as a Set of Principles。Education and Treatment of Children，31(3)，417-431。  new window
9.Fletcher, J.、Shaywitz, S.、Shankweiler, D.、Katz, L.、Liberman, I.、Steubing, K.、Shaywitz, B.(1994)。Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions。Journal of Educational Psychology，86，6-23。  new window
10.Foorman, B. R.、Torgesen, J. K.(2001)。Critical elements of classroom and small-group instruction promote reading success in all children。Learning Disabilities Research and Practice，16(4)，203-214。  new window
11.Marston, D.、Muyskens, P.、Lau, M.、Canter, A.(2003)。Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience。Learning Disabilities: Research and Practice，18(3)，187-200。  new window
12.Noell, G. H.、Witt, J. C.、Slider, N. J.、Connell, J. E.、Gatti, S. L.、Williams, K. L.、Duhon, G. J.(2005)。Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies。School Psychology Review，34，87-106。  new window
13.Noell, G. H.、Witt, J. C.、LaFleur, L. H.、Mortenson, B. P.、Ranier, D. D.、LeVelle, J.(2000)。A comparison of two follow-up strategies to increase teacher intervention implementation in general education following consultation。Journal of Applied Behavior Analysis，33，271-284。  new window
14.Share, D.、McGee, R.、McKenzie, D.、Williams, S.、Silva, P.(1987)。Further evidence relating to the distinction between specific reading retardation and general reading backwardness。British Journal of Developmental Psychology，5，35-44。  new window
15.Shaywitz, S.、Shaywitz, B.、Fletcher, J.、Escobar, M.(1990)。Prevalence of reading disability in boys and girls。Journal of the American Medical Association，264，998-1002。  new window
16.Torgesen, J. K.、Alexander, A. W.、Wagner, R. K.、Rashotte, C. A.、Voeller, K. S.、Conroy, T.(2001)。Intensive remedial instruction for children with reading disabilities: Immediate and long-term outcomes from two instructional approaches。Journal of Learning Disabilities，34，33-58。  new window
17.Vellutino, F. R.、Scanlon, D.(2002)。The Interactive Strategies approach to reading intervention。Contemporary Educational Psychology，27，573-635。  new window
18.Witt, J. C.、VanDerHeyden, A. M.、Gilbertson, D. M.(2004)。Troubleshooting behavioral interventions: A systematic process for finding and eliminating problems。School Psychology Review，33，363-383。  new window
19.Mortenson, B. P.、Witt, J. C.(1998)。The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention。School Psychology Review，27，613-627。  new window
20.Neisworth, J.、Bagnato, S.(1992)。The case against intelligence testing in early intervention。Topics in Early Childhood Special Education，12，1-20。  new window
21.Vaughn, S.、Fuchs, L. S.(2003)。Redefining learning disabilities as inadequate response to instruction: The promise and potential problems。Learning Disabilities Research & Practice，18(3)，137-146。  new window
22.Vaughn, S.、Gersten, R. M.、Chard, D. J.(2000)。The Underlying Message in LD Intervention Research: Findings from Research Syntheses。Exceptional Children，67(1)，99-114。  new window
23.Fuchs, D.、Mock, D.、Morgan, P. L.、Young, C. L.(2003)。Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct。Learning Disabilities Research and Practice，18(3)，157-171。  new window
24.Vellutino, F. R.、Scanlon, D. M.、Sipay, E. R.、Small, S. G.、Pratt, A.、Chen, R.、Denckla, M. B.(1996)。Cognitive Profiles of Difficult-to-remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability。Journal of Educational Psychology，88(4)，601-638。  new window
25.Vaughn, S.、Linan-Thompson, S.、Hickman, P.(2003)。Response to instruction as a means of identifying students with reading/learning disabilities。Exceptional Children，69(4)，391-409。  new window
26.Fuchs, L. S.、Fuchs, D.(1998)。Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities。Learning Disabilities Research & Practice，13(4)，204-219。  new window
27.Stanovich, K. E.、Siegel, L. S.(1994)。Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model。Journal of Educational Psychology，86(1)，24-53。  new window
會議論文
1.McMaster, K. I.、Fuchs, D.、Fuchs, L. S.、Compton, D. I.(2003)。Responding to nonresponders: An experimental field trial of identification and intervention methods。The NRCLD symposium, Responsiveness to Intervention。Kansas City, MO。  new window
2.Reschly, D. J.(2003)。What if LD identification changed to reflect research findings?。The National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium。Kansas City, MO。  new window
研究報告
1.Ikeda, M. J.、Gustafson, J. K.(2002)。Heartland AEA 11's problem solving process: Impact on issues related to special education。Johnston, IA：Heartland Area Education Agency。  new window
學位論文
1.張亞思(2003)。特殊教育教師對融合教育制度及其自身角色轉變之意見研究--以台中縣為例(碩士論文)。臺中師範學院。  延伸查詢new window
2.陳淑麗(2006)。轉介前介入在學障鑑定的重要性與可行性(碩士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Donovan, M. S.、Cross, C. T.(2002)。Minority students in special and gifted education。Washington, DC：National Academy Press。  new window
2.洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳(2006)。中文閱讀障礙診斷測驗。國立中央大學學習與教學所閱讀與學習研究室。  延伸查詢new window
3.Martínez, R. S.、Nellis, L. M.、Prendergast, K.(2006)。Closing the Achievement Gap Series, Part II: Response to Intervention (RTI) -- Basic Elements, Practical Applications, and Policy Recommendations。Bloomington, IN：Center for Evaluation and Education Policy。  new window
4.Alberto, P. A.、Troutman, A. C.(2003)。Applied behavior analysis for teachers。Merrill Prentice Hall。  new window
5.National Association of State Directors of Special Education(2005)。Response to Intervention: Policy considerations and implementation。Alexandria, VA：National Association of State Directors of Special Education。  new window
6.National Research Council(2002)。Executive summary: Disproportionate representation of minority students in special education。Washington, DC：National Research Council。  new window
7.President's Commission on Excellence in Special Education(2002)。A new era: Revitalizing special education for children and their families。Washington, DC：President's Commission on Excellence in Special Education。  new window
8.Westling, D. L.、Fox, L.(2004)。Teaching students with severe disabilities。Upper Saddle River, NJ：Pearson Education。  new window
9.洪儷瑜、陳秀芬、陳慶順、李瑩灼、張郁雯(2003)。某本讀寫字綜合測驗。臺北：心理。  延伸查詢new window
10.Bergan, J. R.、Kratochwill, T. R.(1990)。Behavioral Consultation and Therapy。New York：Plenum Press。  new window
單篇論文
1.Gresham, F. M.，VanderHeyden, A.，Witt, J. C.(2005)。Response to intervention in the identification of learning disabilities: Empirical support and future challenges，http://www.joewitt.org。  new window
其他
1.Learning Disabilities Roundtable(2004)。Comments and recommendations on regulatory issues under the Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446，http://www.nasponline.org/advocacy/2004LDRoundtableRecsTransmittal.pdf。  new window
2.National Joint Committee on Learning Disabilities(2005)。Responsiveness to intervention and learning disabilities，http://www.ldonline.org。  new window
圖書論文
1.Elliott, S. N.、Witt, J. C.、Kratochwill, T. R.、Stoiber, K. C.(2002)。Selecting and evaluating classroom interventions。Interventions for academic and behavior problems II: Preventive and remedial approaches。Bethesda, MD：National Association of School Psychologists。  new window
2.Gresham, F. M.(2002)。Responsiveness to intervention: An alternative approach to the identification of learning disabilities。Identification of learning disabilities: Research to practice。Mahwah, NJ：Erlbaum。  new window
3.Lyon, G. R.、Fletcher, J. M.、Shaywitz, S. E.、Shaywitz, B. A.、Torgesen, J. K.、Wood, F.(2001)。Rethinking learning disabilities。Rethinking special education for a new century。Washington, DC：Thomas B. Fordham Foundation。  new window
4.Macmann, G.、Barnett, D.(1999)。Diagnostic decision making in school psychology: Understanding and coping with uncertainty。Handbook of school psychology。New York：Wiley。  new window
5.MacMillan, D. L.、Siperstein, G. N.(2002)。Learning disabilities as operationally defined by schools。Identification of learning disabilities: Research to practice。Mahwah, NJ：Lawrence Erlbaum。  new window
6.Jenkins, J. R.、O'Connor, R. E.(2002)。Early identification and intervention for young children with reading/learning disabilities。Identification of learning disabilities: Research to practice。Mahwah, NJ：Earlbaum。  new window
 
 
 
 
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