Observation studies have been used for decades to examine behaviors of interest and uncover imbedded problems in natural settings across a myriad of disciplines ranging from child socialization (e.g., Lytton, 1971) to nursing (e.g., Atwal & Caldwell, 2005). In special education, observation studies have generated evidence regarding the quality of and extent to which empirically validated practices, legislation, and reform align with prevailing practice. Legislative change and policy reform have purported to influence the quality of education for students with disabilities (SWDs) since the establishment of specialized education through the enactment of Education for All Handicapped Children Act of 1975 and the Individuals With Disabilities Education Improvement Act (IDEIA; 2004). Over time, increasing numbers of SWDs were provided access to appropriate educational support, including greater access to the general education classroom. The U.S. Department of Education reported that only half of SWDs spent 80% or more of their day in general education classrooms in 2002 (U.