School-based interventions for primary and secondary school students with intellectual disability: A scoping review

This scoping review mapped school-based interventions for K-12 students with intellectual developmental disorder (IDD; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.