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.
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