The Student Check-Up: effects of paraprofessional-delivered Motivational Interviewing on academic outcomes

Lee, Eric Ryan; McQuillin, Sam; Terry, John R.; Cebada, Michelle; Strait, Gerald G.

doi:10.1080/1754730x.2017.1333915

Cited by 9 publications

(10 citation statements)

References 30 publications

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“…As the final component of the selection process, Mentor Together team members conducted intake meetings during which they administered excerpts from The Student Checkup (Strait, 2018; Strait et al, 2017), a semi-structured motivational interview for adolescents. Specifically, team members used parts of The Student Checkup that consist of pre-treatment self-reports of students’ academic attitudes and behaviors.…”

Section: Introductionmentioning

confidence: 99%

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

Hart

Sable²,

Gupta³

et al. 2022

School Psychology International

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We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage of mental health professionals. Moving services that are typically provided by highly skilled professionals to individuals with fewer credentials or less formal training (e.g., from psychologists to mentors) can increase access to adolescent mental health services. Yet, transferring programs internationally is accompanied by unique barriers including cultural differences, and should be guided by an established framework. In this paper, we discuss the formation of a research-practice partnership designed to generate applied knowledge through emic cultural perspectives. We describe each stage of the program adaptation process within the Cultural Adaptation Framework ( Fendt-Newlin et al., 2020 ), including our decisions to strategically adjust, remove, or retain content from the original mentoring intervention. Although program delivery was prematurely discontinued due to the COVID-19 pandemic, we provide a brief synopsis of lessons learned through the international partnership.

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Section: Introductionmentioning

confidence: 99%

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

Hart

Sable²,

Gupta³

et al. 2022

School Psychology International

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“…Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. For example, Strait et al (2017) found that paraprofessionals implementing a Motivational Interviewing (MI) intervention were unable to produce a significant impact on middle school students' grades and self-reported outcomes whereas earlier evaluations of this intervention found significant effects when providers had at least a college degree (Strait et al, 2012). This failure to replicate led Strait et al (2017) to emphasize the need to develop interventions and delivery models better suited to paraprofessionals who have limited training and experience in school-based academic and mental health interventions.…”

Section: Introductionmentioning

confidence: 99%

“…As opposed to relying on the mechanism of a long and enduring relationship, AMPED integrates practice elements of evidence-based interventions within the mentoring relationship (Chorpita, Daleiden, & Weisz, 2005). Specifically, AMPED infuses MI (Miller and Rollnick, 2012) with the Homework, Organization, Planning, and Skills (HOPS) intervention (Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012) and modules based upon Cognitive-Behavioral Therapy (CBT) and academicenabling interventions to motivate and teach middle school students to set goals and use newly learned academicenabling skills to achieve those goals (McQuillin & Lyons, 2016).…”

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confidence: 99%

“…The HOPS intervention teaches, supports, and corrects student's organization of their school work and agenda (Langberg et al, 2012). MI is a brief clientcentered counseling approach shown to motivate adolescents and adults to adopt behaviors that align with their core values (Miller and Rollnick, 2012). The key mechanism of MI is evoking and reinforcing change talk (i.e., utterances about change) through Open-Ended Questions, Reflections, Affirmations, and Summaries (OARS).…”

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Paraprofessionals use of group school‐based instrumental mentoring: Examining process and preliminary outcomes

Strait

Turner

Stinson

et al. 2020

Psychology in the Schools

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Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic Mentoring Program for Education Development (Group-AMPED) to school psychology graduate students' implementation of Group-AMPED. Ten paraprofessionals and five school psychology graduate students provided approximately eight sessions of Group-AMPED to 35 sixth-grade students. Results indicated no significant differences between middle school students' engagement when groups were led by either school psychology graduate students or paraprofessionals. Similarly, self-reports of fidelity and supervisor postsession implementation confidence indicated no difference between paraprofessionals and graduate students' implementation of Group-AMPED. Follow-up measures indicated that mentors and proteges perceived Group-AMPED as feasible, acceptable, and understandable. Most importantly, middle school students participating in Group-AMPED had significantly higher secondsemester grades in comparison to a small control group.

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“…Originally developed for addiction counseling (i.e., alcoholism specifically, see Miller, 1983), MI has a large empirical base for its efficacy for substance use treatment (see Burke et al, 2003;Magill et al, 2014Magill et al, , 2018 for meta-analyses). The use of MI has been expanded into family clinical work through the development of the Family Check-Up (FCU; Dishion et al, 2002) and into schools through the Classroom Check-Up (CCU; Reinke et al, 2011) and Student Check-Up (Strait et al, 2017). It has also been applied within multiple sectors, including behavioral and mental health and medicine, education, child welfare, and social work to prevent a wide range of negative outcomes (e.g., disease, mental illness, and school and work disengagement; for more details, see Frey et al, 2021 in this issue).…”

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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

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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The Student Check-Up: effects of paraprofessional-delivered Motivational Interviewing on academic outcomes

Cited by 9 publications

References 30 publications

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India

Paraprofessionals use of group school‐based instrumental mentoring: Examining process and preliminary outcomes

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

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