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Remedial and Special Education
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Treatment Integrity of Literacy Interventions for Students With Emotional and/or Behavioral Disorders

A Review of Literature

Annette K. Griffith

University of Nebraska-Lincoln, annettekgriffith{at}hotmail.com

Kristin Duppong Hurley

University of Nebraska-Lincoln

Jessica L. Hagaman

University of Nebraska-Lincoln

This review examines the treatment integrity data of literacy interventions for students with emotional and/or behavioral disorders (EBD). Forty-four studies published between 1977 and 2005 were examined. Findings indicate that studies focusing on literacy interventions for students with EBD included clear operational definitions and data on treatment integrity to a higher degree than have been found in other disciplines. However, neither were consistently reported and treatment integrity data were still only reported in just over half of the studies. Considerations for future research and reporting are discussed.

Key Words: treatment integrity • fidelity • emotional and behavioral disorders • literacy

This version was published on July 1, 2009

Remedial and Special Education, Vol. 30, No. 4, 245-255 (2009)
DOI: 10.1177/0741932508321013
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