Practices and Perceptions in Manifestation Determination Reviews

Abstract

Manifestation determination reviews (MDRs) are a federally mandated procedure designed to protect the rights of students with disabilities. This study sought to examine practices and perceptions of the MDR process as held by school psychologists. One hundred thirty-six practicing school psychologists responded to a nationwide survey posted on various social media sites. The results revealed that school psychologists regularly engage in the process and view it as valuable in protecting the rights of students with disabilities. Despite lacking formalized training, school psychologists are viewed as holding relative expertise in the MDR process. Practice and policy implications are discussed, and we urge future research in this neglected topic area.

Impact Statement

Manifestation determination reviews (MDRs) are a federally required component of special education practice of which little is known. School psychologists were surveyed about their practices and perceptions related to the MDR process. The results revealed that despite reporting minimal training in MDRs, school psychologists are viewed as trusted members of the MDR team.

Keywords:

• professional issues in school psychology
• special education procedures
• training in school psychology
• assessment
• behavior

Associate Editor:

• Shane Jimerson

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Justin P. Allen

Justin P. Allen, PhD, LP, NCSP, is an Assistant Professor at Sam Houston State University. His research interests include school-based interventions, single-case design, and manifestation determination reviews. He teaches courses in academic and behavioral interventions.

Matthew T. Roberts

Matthew T. Roberts, BA, is a Graduate Student in the Department of Psychology at Sam Houston State University. His research interests include school-based behavioral interventions.