Over the past two decades, the role of school psychologists internationally has shifted from a more narrow focus on assessment to a broader emphasis on problem solving and delivering intervention services via consultation. Defining interventions is important for replication and translation of practice. Further, to make valid, data-based decisions about intervention effectiveness, school psychologists need to consider student outcomes in light of treatment integrity data. Reviews of treatment outcome research in many applied fields indicate that although many researchers operationally define interventions, a majority of researchers fail to report treatment integrity data. The purpose of this study was to review the treatment integrity data reported in intervention studies published in "School Psychology International" between 1995-2010. Results indicate a majority of published studies include neither a definition of the independent variable nor quantitative treatment integrity data. Implications for research and practice are discussed.