View in EDS HTML Full Text PDF Full Text

Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?

Saved in:
Bibliographic Details
Title: Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
Authors: Cochrane, Wendy S., Wood, Brandon J.
Source: Learning Disability Quarterly. Feb2025, Vol. 48 Issue 1, p26-36. 11p.
Subjects: Medical protocols, World Wide Web, Human services programs, Evaluation of human services programs, Decision making, Departments, Hospital personnel in-service training, Special education, Learning disabilities, Government regulation
Geographic Terms: United States
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 181945506
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cochrane%2C+Wendy+S%2E%22">Cochrane, Wendy S.</searchLink><br /><searchLink fieldCode="AR" term="%22Wood%2C+Brandon+J%2E%22">Wood, Brandon J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Feb2025, Vol. 48 Issue 1, p26-36. 11p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Medical+protocols%22">Medical protocols</searchLink><br /><searchLink fieldCode="DE" term="%22World+Wide+Web%22">World Wide Web</searchLink><br /><searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Departments%22">Departments</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+personnel+in-service+training%22">Hospital personnel in-service training</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Government+regulation%22">Government regulation</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=181945506
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/07319487241287519
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 26
    Subjects:
      – SubjectFull: Medical protocols
        Type: general
      – SubjectFull: World Wide Web
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: Departments
        Type: general
      – SubjectFull: Hospital personnel in-service training
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Government regulation
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cochrane, Wendy S.
      – PersonEntity:
          Name:
            NameFull: Wood, Brandon J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 07319487
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Learning Disability Quarterly
              Type: main
ResultId 1