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ERIC Number: EJ1455541
Record Type: Journal
Publication Date: 2025-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
Wendy S. Cochrane; Brandon J. Wood
Learning Disability Quarterly, v48 n1 p26-36 2025
This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is implemented as planned. Artifacts from all U.S. states were reviewed. Twelve states were identified as requiring RtI for SLD identification, and they comprised the sample for the study. Using state department of education websites, artifacts for the 12 states were found and reviewed for any information on preferred terms (fidelity or integrity), definition, IF dimensions (adherence, exposure, interventionist quality, and participant response), and methods for assessing, reporting, and evaluating IF. We found nine states used the term fidelity, four states provided explicit guidance on assessing IF, and two states provided explicit information on how often to collect IF data and what level (percent) of IF was required for intervention decision-making. Implications for state policies and practices, future directions for improving IF knowledge, application, and evaluation, and study limitations are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A