Reference Resources iconReview Protocols

This review focuses on school-based interventions designed for use with children and students ages 0–21 with intellectual disability (ID). The review will examine the effect of interventions on the following types of outcomes: academic, communication/language, independent living skills, problem behaviors, school engagement, self-determination, and social-emotional competence.

The following research questions guide this review:

  • Which interventions are effective at improving outcomes for children and students with ID? Are some interventions more effective than others for children and students with ID?
  • Does the effectiveness of interventions for children and students with ID vary by type of outcome?
  • Are some interventions more effective for particular subgroups of children and students with ID (for example, differences based on age groups, English learner status, gender, race/ethnicity, socioeconomic status, and school level) or in particular settings?

Table of Contents

  • Purpose Statement
  • Key Definition
  • Procedures for Conducting the Literature Search
  • Eligibility Criteria
  • Evidence Standards

Protocol Details

  • Version: 3.1
  • Released: August 2017
  • Version: 3.0
  • Released: February 2017
  • Version: 2.0
  • Released: April 2011

What is a Protocol?

A review protocol defines the scope of a systematic review. Developed with substantive experts, the protocol defines the parameters for the review, including the research, populations, settings, and outcomes. The protocol also specifies details of the literature search and any topic-specific applications of the design standards.

Protocol versions reflect the version of WWC standards in effect when the protocol was released. Protocol versions that predate the current version of the WWC standards handbook can be used to identify acceptable outcome domains for review within a given topic. The current WWC standards are used to guide the review of studies with acceptable outcomes.

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