Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Change

Larson, Madeline; Cook, Clayton R.; Brewer, Stephanie K.; Pullmann, Michael D.; Hamlin, Corinne; Merle, James L.; Duong, Mylien T.; Gaias, Larissa M.; Sullivan, Margaret M.; Morrell, Nicole; Kulkarni, Tara; Weeks, Mollie R.; Lyon, Aaron R.

doi:10.1007/s11121-020-01191-7

Cited by 22 publications

(26 citation statements)

References 54 publications

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“…As mentioned earlier, there are instances where MI is used to support implementation of an identified EBI, and a few papers in this special issue explicitly examined this. In the study by Larson et al (2021), group-based MI promoted more positive teacher attitudes and efficacy to implement the Good Behavior Game (Barrish et al, 1969). This paper contributes to the field in establishing the promise of group-based MI as an implementation strategy within the school context.…”

Section: Contributions Of and Future Directions Inspired By This Special Issuementioning

confidence: 78%

“…The current paper serves to introduce a special issue of Prevention Science, entitled Optimizing the Implementation and Effectiveness of Preventive Interventions through Motivational Interviewing. The purpose of this special issue is to fill these and other research gaps by answering several key questions, including (1) how to ensure positive impacts can be attained through appropriate training and supervision (see Frey et al, 2021) and the transportability of MI into real-world settings (Sibley et al, 2021;Small et al, 2021); (2) how MI can be used to create openness to training in and implementation of EBIs (Larson et al, 2021) and promote adult (Berkel et al, 2021) and youth (Terry et al, 2021) "client" engagement in EBIs; (3) empirically examining core MI principles (e.g., that motivation is dynamic, modifiable, and varies based on context and interpersonal relationships; Thompson et al, 2021) and mechanisms (e.g., how specific MI strategies or tools relate to outcomes; Berkel et al, 2021;Lee et al, 2021;Owens et al, 2021; associations between MI implementer and participant talk within contexts other than substance use counseling; Pas et al, 2021; and the indirect effects of MI interventions on distal outcomes through proximal outcomes; Stormshak et al, 2021); (4) measures of MI fidelity (Pas et al, 2021;Sibley et al, 2021;Small et al, 2021); and (5) adaptations and applications of MI among new populations, within new or understudied contexts, or for new target outcomes (e.g., Lee et al, 2021;Stormshak et al, 2021;Suldo et al, 2021;Terry et al, 2021).…”

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confidence: 99%

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Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

Pas

Bradshaw

2021

Prev Sci

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The barriers to creating systems and individual change to support effective preventive interventions are well documented across a variety of settings, including mental health treatment gaps in community practice settings and in schools (Cook et al., 2019;Fagan et al., 2019;Owens et al., 2014;Proctor et al., 2009). These implementation challenges occur counter to the ever-growing research base indicating the efficacy of preventive interventions (Catalano et al., 2012;Gottfredson et al., 2015; National Research Council & Institute of Medicine, 2009) as well the growing prevalence of many public health concerns in the last decade (Fagan et al., 2019). Implementation of evidence-based interventions (EBIs), including practices, programs, and policies, within complex systems requires an ecological approach that addresses barriers and facilitators at multiple levels including a top-down (e.g., policy, funding) and bottom-up (e.g., personlevel) approach (Fagan et al., 2019). Resistance and lacking fidelity to EBIs occurs at the person level and is an important area to consider in optimizing EBI implementation. Not surprisingly, readiness, awareness of and attitudes supportive of EBIs, capacity to implement, and leadership have all been identified as key factors impacting the widespread, effective use of EBIs across public systems (i.e., behavioral health, child welfare, education, juvenile justice, and public health; Fagan et al., 2019). Despite emerging type 2 translational research that contributes to the field's understanding of how to promote the adoption, implementation, and sustainment of EBIs in complex, real-world settings, there is still a need for * Elise T.

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Section: Contributions Of and Future Directions Inspired By This Special Issuementioning

confidence: 78%

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confidence: 99%

Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

Pas

Bradshaw

2021

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“…In contrast, EBP attitudes have been inconsistently associated with implementation outcomes in prior research across service sectors and interventions [ 81 , 82 ]. Given that some implementation strategies have been found to successfully shift practitioner attitudes in the education sector (e.g., Beliefs and Attitudes for Successful Implementation in Schools [BASIS] [ 83 , 84 ]), there might be utility in focusing more explicitly on that mechanism to enhance the utility of BOLT approach.…”

Section: Discussionmentioning

confidence: 99%

How low can you go? Examining the effects of brief online training and post-training consultation dose on implementation mechanisms and outcomes for measurement-based care

Lyon

Liu

Connors

et al. 2022

Implement Sci Commun

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Background Initial training and ongoing post-training consultation (i.e., ongoing support following training, provided by an expert) are among the most common implementation strategies used to change clinician practice. However, extant research has not experimentally investigated the optimal dosages of consultation necessary to produce desired outcomes. Moreover, the degree to which training and consultation engage theoretical implementation mechanisms—such as provider knowledge, skills, and attitudes—is not well understood. This study examined the effects of a brief online training and varying dosages of post-training consultation (BOLT+PTC) on implementation mechanisms and outcomes for measurement-based care (MBC) practices delivered in the context of education sector mental health services. Methods A national sample of 75 clinicians who provide mental health interventions to children and adolescents in schools were randomly assigned to BOLT+PTC or control (services as usual). Those in BOLT+PTC were further randomized to 2-, 4-, or 8-week consultation conditions. Self-reported MBC knowledge, skills, attitudes, and use (including standardized assessment, individualized assessment, and assessment-informed treatment modification) were collected for 32 weeks. Multilevel models were used to examine main effects of BOLT+PTC versus control on MBC use at the end of consultation and over time, as well as comparisons among PTC dosage conditions and theorized mechanisms (skills, attitudes, knowledge). Results There was a significant linear effect of BOLT+PTC over time on standardized assessment use (b = .02, p < .01), and a significant quadratic effect of BOLT+PTC over time on individualized assessment use (b = .04, p < .001), but no significant effect on treatment modification. BOLT + any level of PTC resulted in higher MBC knowledge and larger growth in MBC skill over the intervention period as compared to control. PTC dosage levels were inconsistently predictive of outcomes, providing no clear evidence for added benefit of higher PTC dosage. Conclusions Online training and consultation in MBC had effects on standardized and individualized assessment use among clinicians as compared to services as usual with no consistent benefit detected for increased consultation dosage. Continued research investigating optimal dosages and mechanisms of these established implementation strategies is needed to ensure training and consultation resources are deployed efficiently to impact clinician practices. Trial registration ClinicalTrials.gov NCT05041517. Retrospectively registered on 10 September 2021.

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“…It could be that teachers perceive the strategic supports that characterize positive implementation climate differently from one another, such as their perception of what is rewarding or preference for public or private recognition (Locke et al, 2019). Within school buildings, there are also differences in teachers' attitudes and beliefs about practices (Larson et al, 2021;Locke et al, 2019) that could influence how teachers perceive their implementation climate as it relates to a specific EBP. Given that implementation of SWPBIS practices can differ among individual teachers (Reinke et al, 2013), knowing if teachers' individual perceptions of implementation climate are related to practice feasibility is crucial.…”

Section: School Implementation Climate Is a Key Driver Of Successful ...mentioning

confidence: 99%

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Corbin

Hugh

Ehrhart

et al. 2022

School Mental Health

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For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers’ perceptions of SWPBIS feasibility can help schools identify targeted supports to improve feasibility. Implementation climate, or the shared perception among implementers that their school supports implementation efforts, is known to promote high quality implementation. However, little is known about how individuals’ perceptions of their school’s implementation climate may influence their perceptions of feasibility. The lack of empirical evidence points to a need to explore whether educators’ shared and individual perceptions of implementation climate influence feasibility of implementing SWPBIS. Therefore, this study examines the link between teachers’ individual and shared perceptions of implementation climate related to the feasibility of implementing SWPBIS in a sample of 348 K-5 general education teachers across 39 elementary schools in the pacific northwestern United States. Results indicate that teachers who experience their schools’ implementation climate as positive are more likely to report SWPBIS as feasible, controlling for teachers’ shared perceptions of implementation climate. Implications for schools aiming to improve their implementation of SWPBIS, including the development of individualized implementation supports (e.g., tailoring implementation strategies to support each and every teacher), are discussed.

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Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Change

Cited by 22 publications

References 54 publications

Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

How low can you go? Examining the effects of brief online training and post-training consultation dose on implementation mechanisms and outcomes for measurement-based care

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

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