ArticlePrevention science : the official journal of the Society for Prevention Research2021
Fidelity of Motivational Interviewing in School-Based Intervention and Research.
Article in Prevention science : the official journal of the Society for Prevention Research, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Community Implementation of MI-Enhanced Behavior Therapy for Adolescent ADHD: Linking Fidelity to Effectiveness.Behavior therapy · 2021Trial
- Supporting physical education teachers to create an empowering motivational climate.Frontiers in psychology · 2026Article
- Evidence for motivational interviewing in educational settings among medical schools: a scoping review.BMC medical education · 2024Article
- Mixed-method evaluation of fidelity of motivational interviewing-based coaching inPEC innovation · 2023Article
- "Sometimes It Felt Great, and Sometimes It Just Went Pear-Shaped": Experiences and Perceptions of School Nurses' Motivational Interviewing Competence: A Convergent Mixed-Methods Study.Clinics and practice · 2022Article
- Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing.Prevention science : the official journal of the Society for Prevention Research · 2021Article
- Taking a Motivational Interviewing Approach to Prevention Science: Progress and Extensions.Prevention science : the official journal of the Society for Prevention Research · 2021Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
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 between-coach variation. Implications for practice and future research are discussed.
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Registered trials
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