Fidelity of Motivational Interviewing in School-Based Intervention and Research
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Fidelity of Motivational Interviewing in School-Based Intervention and Research Jason W. Small 1
&
Andy Frey 2 & Jon Lee 3 & John R. Seeley 4 & Terrance M. Scott 2 & Margaret H. Sibley 5
# Society for Prevention Research 2020
Abstract Educational researchers and school-based practitioners are increasingly infusing motivational interviewing (MI) into new and existing intervention protocols to provide support to students, parents, teachers, and school administrators. To date, however, the majority of the research in this area has focused on feasibility of implementation rather than fidelity of implementation. In this manuscript, we will present MI fidelity data from 245 audio-recorded conversations with 113 unique caregivers and 20 coaches, who implemented a school-based, positive parenting intervention. The aggregate fidelity scores across coaches, parents, and sessions provide evidence the training and support procedures were effective in assisting school-based personnel to implement MI with reasonable levels of fidelity in practice settings. Further, results suggest that MI fidelity varied between sessions and coaches and that within-coach variation (e.g., session-level variation in the quality of MI delivered) greatly exceeded betweencoach variation. Implications for practice and future research are discussed. Keywords Motivational interviewing . School-based . Intervention fidelity . Treatment integrity, parent support . MITI
The benefits of school-based mental health (SBMH) services are well documented. SBMH service delivery extends access to children and youth who otherwise might not be reached, mitigates stigma associated with mental health needs, encourages service provision in natural environments, supports student learning and academic success, and helps increase and maintain school safety (Hoover and Mayworm 2017; Macklem 2014). Increasingly, schools are delivering SBMH services within multitiered systems of support which enable efficient delivery of a continuum of evidence-based supports and services but also require these supports and services be delivered with fidelity (Weist et al. 2018).
Successful delivery of evidence-based mental health treatment practices depends, in part, on fidelity or the extent to which practitioners deliver evidence-based programs and practices as prescribed or intended (Sanetti and Kratochwill 2009). Fidelity, a key implementation outcome (Lewis et al. 2017), is a multi-dimensional construct targeting—most frequently—adherence to program protocol, quality of delivery, and dosage but also extending within broader conceptualizations to program differentiation and participant involvement (Proctor et al. 2011). Collection and examination of fidelity data is central to implementation efforts because it provides evidence of proficient delivery and helps prevent drift across
* Jason W. Small [email protected]
1
Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403-1983, USA
2
University of Louisville, Kent School of Social Work, Patterson Hall, Louisville, KY 402
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