干预-应答模式鉴别学习障碍的有效性及其调节因素:20年研究的元分析

发布时间：2018-04-17 23:18

本文选题：干预-应答模式 + 学习障碍鉴别　；参考：《心理发展与教育》2016年06期

【摘要】：本研究采用元分析方法探讨在学习障碍的鉴别中兴起的干预-应答(Response to Intervention,RTI)模式鉴别学习障碍内部亚组的有效性及其调节因素。通过系统检索1996-2015年的文献,获得了34项研究,包括6127名学生的45个样本、261个效应值。元分析结果表明,RTI模式可有效区分学习障碍风险儿童的内部亚组,对干预无应答和有应答的学生在学业成就、认知技能、行为等多方面存在系统、显著和持久的差异,但仍存在个体应答状态的进一步分化。RTI模式对于学习障碍风险儿童内部变异的区分效果受到干预对象、干预层次、干预时间、应答指标选择、测量方法和切分点等因素的影响。本元分析结果不仅为认识RTI模式鉴别学习障碍的有效性提供了进一步证据,更重要的是通过系列调节效应分析,为合理实施RTI模式鉴别学习障碍提供了直接依据。
[Abstract]:In this study, meta-analysis was used to explore the effectiveness and regulatory factors of interference-response response to RTI model in the identification of learning disabilities.Through a systematic search of the literature from 1996 to 2015, 34 studies were conducted, including 45 samples of 6127 students with 261 effect values.The results of meta-analysis showed that RTI model could effectively distinguish the internal subgroups of children with learning disabilities. There were systematic, significant and lasting differences in academic achievement, cognitive skills, behavior and so on.However, there is still a further differentiation of individual response status. RTI model is affected by intervention objects, intervention levels, intervention time, response index selection, measurement methods and segmentation points for children with learning disability risk.The results of this meta-analysis not only provide further evidence for recognizing the effectiveness of RTI pattern discrimination learning disabilities, but also provide a direct basis for the rational implementation of RTI pattern discrimination learning disabilities through a series of adjustment effect analysis.
【作者单位】：北京师范大学认知神经科学与学习国家重点实验室;中国基础教育质量监测协同创新中心;
【基金】：国家社会科学基金“十二五”规划2013年度教育学课题(BBA130011)资助
【分类号】：G442

【相似文献】