Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Cha
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Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Change Madeline Larson 1 & Clayton R. Cook 1 & Stephanie K. Brewer 2 & Michael D. Pullmann 2 & Corinne Hamlin 1 & James L. Merle 1 & Mylien Duong 3 & Larissa Gaias 2 & Margaret Sullivan 1 & Nicole Morrell 1 & Tara Kulkarni 1 & Mollie Weeks 1 & Aaron R. Lyon 2 Accepted: 12 November 2020 # Society for Prevention Research 2020
Abstract Training and consultation are core implementation strategies used to support the adoption and delivery of evidence-based prevention programs (EBPPs), but are often insufficient alone to effect teacher behavior change. Motivational interviewing (MI) and related behavior change techniques (e.g., strategic education, social influence, implementation planning) delivered in a group format offer promising supplements to training and consultation to improve EBPP implementation. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a theoretically informed, motivational implementation strategy delivered in a group format prior to and immediately after EBPP training. The purpose of this study was to examine the proximal effects of BASIS-T on hypothesized mechanisms of behavior change (e.g., attitudes, subjective norms, intentions to implement) in the context of teachers receiving training and consultation to implement the Good Behavior Game. As part of a pilot trial, 83 elementary school teachers from 9 public elementary schools were randomly assigned (at the school-level to reduce contamination across participants) to a BASIS-T (n = 44) or active comparison control (n = 39) condition, with both conditions receiving Good Behavior Game (GBG) training and consultation. A series of mixed effects models revealed meaningful effects favoring BASIS-T on a number of hypothesized mechanisms of behavior change leading to increased motivation to implement GBG. The implications, limitations, and directions for future research on the use of MI with groups of individuals and other behavior change techniques to increase the yield of training and consultation are discussed. Keywords Individual determinants . Implementation strategy . Theory of planned behavior . Health Action Process Approach . Good Behavior Game . Behavioral intentions
* Madeline Larson [email protected]
Margaret Sullivan [email protected] Nicole Morrell [email protected]
Clayton R. Cook [email protected] Stephanie K. Brewer [email protected]
Tara Kulkarni [email protected]
Michael D. Pullmann [email protected]
Mollie Weeks [email protected]
Corinne Hamlin [email protected]
Aaron R. Lyon [email protected]
James L. Merle [email protected]
1
University of Minnesota, 56 East River Road, Educational Sciences Building, Minneapolis, MN, USA
Mylien Duong [email protected]
2
University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA 98115, USA
Larissa Gaias [email protected]
3
Committee for Children, 2815 Second Ave., Suite 400, Seattle, WA 98121, USA
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Training and consultation are
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