本研究旨在探討國小普通班教師對疑似學習障礙學生轉介前實施「介入-反應效果」模式(Response-to-Intervention，簡稱RTI)之現況及困境。以自編之「新竹縣市國小普通班教師對疑似學習障礙學生實施介入-反應效果模式現況調查問卷」為研究工具進行調查研究。本研究以普查方式進行，對象為新竹縣市公立國民小學之普通班級有疑似學習障礙學生之班級教師為調查對象，共計154份問卷。研究方法採用統計與百分比等描述性統計、t檢定、單因子變異數分析、路徑分析等分析方法。研究結果顯示新竹縣市國小普通班教師對介入-反應效果模式的認知程度集中於「不太了解」至「普通了解」，不同任教區域及普通班任教年資之國小普通班教師對介入-反應效果模式的認知程度達顯著差異。又新竹縣市國小普通班教師在教學環境調整頻率介於「有時使用」與「經常使用」、在課程教學調整方面介於「偶爾使用」與「有時使用」、在考試評量調整方面介於「偶爾使用」與「經常使用」，且不同任教區域的國小普通班教師在考試評量調整層面達顯著水準。至於新竹縣市國小普通班教師實施介入反應效果模式面臨困難集中在「3分」至「4分」、支援服務程度多集中「2分」至「3分」。另外，預測分析結果顯示「任教區域」對「介入反應效果模式的知能了解」及「面臨困難」均能有效預測，而「介入反應效果模式的知能」變項能有效預測「教學調整」。
最後，研究者依據研究結果提出幾點建議，以作為教育行政單位、教學研究者及未來研究之參考。

The aim of the present study is to explore the current situations and difficulties while executing response-to-intervention for students with suspected LD from regular class teachers of elementary school in Hsin Chu. This research also designs a questionnaire for data collection. The total number of 154 regular class teachers in Hsin Chu who had students with suspected LD in his/her class were sampled for survey. With SPSS 12.0 statistic software, the quantitative data was processed and analyzed by descriptive statistics, t-test, one-way ANOVA, and path analysis. The research results show that: (1) on the perception of RTI, the data shows that teacher’s cognition conformity degree locate between 0%-49%, and the perception of RTI has different variants of teaching area and common teaching seniority. (2) The frequency of instructional settings locate between sometimes and often, the frequency of instructional strategies locate between occasionally and sometimes, and the frequency of assessment locate between occasionally and often, besides, assessment has different variants of teaching area. (3) The degree of difficulty for Hsin Chu elementary school teachers to implement RTI locate between 3-4 point, and the degree of support services most locate between 2-3 point. (4) Moreover, the regression analysis results show that the statistics explanation for teaching area to RTI perception and difficulty have researched the significance level. The RTI perception is the most important factor which could directly predict the using frequency instructional strategies.
Finally, the researcher has proposed several suggestions which could be referenced by education administration units, researchers, and further research.

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