Manifestation Determination Review (MDR)


    Revised February 2018



    Manifestation Determination Review (MDR) is a required process of data review when a student with a disability demonstrates problem behavior that results in a change of placement*. The MDR seeks to determine whether offending behavior was a manifestation of the student’s disability or due to failure to implement the student’s program. A meaningful MDR will result in informed decision making and appropriate allocation of supports that are crucial to student success.

    *Change of placement is defined as removal from a program for:

    more than 10 consecutive days

    -OR- a series of removals that constitutes a pattern or exceeds 10 cumulative days

    - OR - removal from a program to an interim alternative educational setting.


    When should a district conduct MDR

    Legal Requirement (MARSE 34 CFR §300.530)

    A MDR is required within 10 school days of any decision to change the placement of a child with a disability because of a violation of the code of student conduct.

    *NOTE: The district MUST document that Procedural Safeguards were provided to the parent/guardian.



    MDR team must include:

    • Local Education Agency (LEA) representative (e.g. school administrator)

    • Parent(s)/Guardian(s)

    • Relevant IEP team members:


    General education teacher

    Special education teacher/provider

    Individual who can interpret the instructional implications of evaluation results

    Other possible participants include:

    • Related services professionals

    • Individuals invited by the parent


    Process Steps

    A  FBA will include the following components:

    • Teacher interview(s)

    • Parent interview(s)

    • Student interview

    • Observations

    • ABC data collection

    • ABC data analysis

    • Log of Interventions Attempted

    • Intervention Recommendations




    Scott, T. M., & Cooper, J. T. (2017). Functional Behavior Assessment and

    Function-Based Intervention Planning: Considering the Simple Logic of the

    Process. Beyond Behavior, 26(3), 101-104. doi:10.1177/1074295617716113