This article describes treatment fidelity reporting practices for journals that published general and special education intervention research with high impact factors from 2005 through 2009. The authors reviewed research articles, reported the proportion of intervention studies that described fidelity measurement, detailed the components of fidelity measurement reported, and determined whether the components of fidelity reported differed, based on the research design, the type of intervention, or the number of intervention sessions. Results indicate that even intervention research articles in high-quality general and special education journals inconsistently report fidelity (less than 70% of the articles). Authors of single-case studies most frequently reported the collection of intervention fidelity data (81.3% of articles, compared with 67.4% of treatment-comparison study articles). Of the 67% of articles that provided information about intervention fidelity procedure, only 9.8% provided data about the quality of the treatment intervention.
Swanson, E. A., Wanzek, J., Haring, C., Ciullo, S. P., & McCulley, L. V. (2013). Intervention fidelity in special and general education research journals. The Journal of Special Education, 47(1), 3–13. doi:10.1177/0022466911419516