정서행동장애의 진단평가 대안으로서의 중재반응법 = Review of Response to Intervention as an Alternative of Current Method for Assessing Students with Emotional and Behavior Disorders

다국어 초록 (Multilingual Abstract)

The purposes of the study were to review the alternative of the early identification and intervention for students with emotional and behavior disorders (EBD). Response to intervention was suggested as alternative of current method for identifying students with EBD. In essense, the RTI model use a student``s lack of response to a seemingly appropriate research-based intervention as the starting point for revising or modifying it. If an initial behavioral intervention does not produce a measurable improvement in a student``s behavior within a reasonable time period, it should be carefully reviewed using a functional assessment model, such as applied behavioral analysis, appropriately revised, and then reassesses to determine its overall effectiveness. The concept of RTI is dependent on the intervention validity of assessment procedures used to determine adequate or inadequate response to intervention. In this approach, a student should be considered eligible for more intensive services based on an inadequate response to a multi-tiered intervention system. This RTI approach is considered an improvement over current practices of eligibility determination and need to be studied further to adjust into practices.

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