Introducing Three-Tier Intervention Model on Supporting Students with ASD at Mainstream Primary Schools in Hong Kong

Introducing Three-Tier Intervention Model on Supporting Students with ASD at Mainstream Primary Schools in Hong Kong

在香港的主流學校中，主要透過採用三層支援模式用以支援在校就讀的自閉症譜系兒童。香港的三層支援模式是基於美國的反應—支援模式上發展而來的，然後再根據香港當地的社會背景和當局的一些政策做了修改與調適。在本文中，將具體介紹香港如何透過三層支援模式支援在校的自閉症譜系兒童，並且對支援的有效性與存在的問題做一個簡單的討論。同時，本文也介紹了美國的反應－支援模式是如何支援有特殊教育需求的學生的，特別是在支援自閉症譜系兒童方面。由於三層支援模式主要在反應-支援模式上發展而來，因此本文將討論兩個模式在各自應用地區的差異化。經過了解兩個模式之後，可以發現它們在各自地區的應用中存在相似性但同時又有地區不同而帶來的差異。然而，兩個支援模式依然缺乏足夠且客觀的臨床實踐經驗和研究的文獻數據，來證明它們在支援自閉症譜系兒童上是有效與可靠的。

Three-tier intervention model has been applied in Hong Kong more than a decade to support children with autism spectrum disorder (ASD) studying at mainstream primary schools. The model is developed in the basis of responseto-intervention (RTI) of USA and modified with local social background and policies by authority. Specific components of three-tier intervention model will be illustrated in this paper and the opinion of its efficiency will be conducted. Meanwhile, a rough introduction of RTI on how it works on students with special education need particularly with ASD in USA is mentioned. As threetier intervention is stemmed from RTI, differentiated application of threetier intervention model and RTI in their respective application regions will be discussed. Introducing two models, it could be found they have similarities and the respective individuality in terms of consorting the local educational environment. But two models are still lack of abundantly empirical practices and literatures to verify validity and reliability of supporting students with ASD.