Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued over time, with larger decreases for students who were Black or economically disadvantaged. Response to intervention was associated with a 61% average decrease in the odds of first-time SLD identification by third grade (about a 0.006 change in the predicted probability), with greater declines for students who were Black or economically disadvantaged. We discuss these results in the context of disproportionality in special education and the need for research examining whether declines in SLD were due to improved academic outcomes, as opposed to delays in identification.

中文翻译：

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对干预的反应和特定学习障碍的识别：来自田纳西州的证据。


干预响应 (RTI) 是一种为学生提供学术支持和识别特定学习障碍 (SLD) 的方法。使用中断时间序列和风险模型，我们研究了美国田纳西州全州范围内 RTI 的采用是否与小学 SLD 和首次 SLD 识别率的变化相关，以及这些关联是否因学生群体而异。对干预的反应与该州患有 SLD 的学生比例最初下降有关，随着时间的推移，这种下降持续存在，黑人或经济弱势学生的下降幅度更大。对干预的反应与三年级时首次识别 SLD 的几率平均下降 61%（预测概率变化约 0.006）有关，其中黑人或经济弱势学生的下降幅度更大。我们在特殊教育不成比例的背景下讨论这些结果，并且需要进行研究来检验 SLD 的下降是否是由于学业成绩的提高，而不是识别的延迟。