1,162
Views
14
CrossRef citations to date
0
Altmetric
Articles

Motivational interviewing as a framework to guide school-based coaching

, , &
Pages 225-239 | Received 26 Mar 2014, Accepted 02 Jul 2014, Published online: 22 Aug 2014

References

  • Aharonovich, E., Amrhein, P. C., Bisaga, A., Nunes, E. V., & Hasin, D. S. (2008). Cognition, commitment language, and behavioral change among cocaine-dependent patients. Psychology of Addictive Behaviors, 22, 557–562. 10.1037/a0012971.
  • Amrhein, P. C., Miller, W. R., Yahne, C. E., Palmer, M., & Fulcher, L. (2003). Client commitment language during motivational interviewing predicts drug use outcomes. Journal of Consulting and Clinical Psychology, 71, 862–878. 10.1037/0022-006X.71.5.862.
  • Apodaca, T. R., & Longabaugh, R. (2009). Mechanisms of change in motivational interviewing: A review and preliminary evaluation of the evidence. Addiction, 104, 705–715. 10.1111/j.1360-0443.2009.02527.x.
  • Becker, K. D., & Domitrovich, C. E. (2011). The conceptualization, integration, and support of evidence-based interventions in the schools. School Psychology Review, 40, 582–589. 10.1037/h0024835.
  • Bem, D. J. (1967). Self-perception: An alternative interpretation of cognitive dissonance phenomena. Psychological Review, 74, 183–200. 10.1037/h0024835.
  • Boyd-Ball, A. J., & Dishion, T. J. (2006). Family-centered treatment for American Indian adolescent substance abuse: Toward a culturally and historically informed strategy. In H.Liddle & C.Rowe (Eds.), Adolescent substance abuse: Research and clinical advances (pp. 423–448). New York, NY: Cambridge University Press.
  • Connell, A. M., Dishion, T. J., Yasui, M., & Kavanagh, K. (2007). An adaptive approach to family intervention: Linking engagement in family-centered intervention to reductions in adolescent problem behavior. Journal of Consulting and Clinical Psychology, 75, 568–579. 10.1037/0022-006X.75.4.568.
  • Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150–175. 10.1080/10474410802463296.
  • Dishion, T. J., & Kavanagh, K. (2003). Intervening in adolescent problem behavior: A family-centered approach. New York, NY: Guilford Press.
  • Dishion, T. J., Nelson, S. E., & Kavanagh, K. (2003). The family check-up with high-risk young adolescents: Preventing early-onset substance use by parent monitoring. Behavior Therapy, 34, 553–571. 10.1016/S0005-7894(03)80035-7.
  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., … Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1, 6–28. 10.1080/1754730X.2008.9715730.
  • Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25, 284–298. 10.1016/j.ecresq.2010.04.001.
  • Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher–child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22, 593–619. 10.1080/10409289.2010.502015.
  • Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
  • Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers' views of implementation barriers and facilitators. School Mental Health, 1, 26–36. 10.1007/s12310-008-9002-5.
  • Frey, A. J., Lee, J., Small, J., Seeley, J., Walker, H., & Feil, E. (2013a). The motivational interviewing navigation guide: A process for enhancing teachers' motivation to adopt and implement school-based interventions. Advances in School Mental Health Promotion, 6, 158–173. Retrieved from http://dx.doi.org/10.1080/1754730X.2013.804334.
  • Frey, A. J., Lee, J., Small, J., Seeley, J., Walker, H., & Feil, E. (2013b). Transporting motivational interviewing to school settings to improve the engagement and fidelity of tier 2 interventions. Journal of Applied School Psychology, 29, 183–202. 10.1080/15377903.2013.778774.
  • Frey, A. J., Small, J., Lee, J., Walker, H., Seeley, J., Feil, E., & Golly, A. (2014). Expanding the range of the First Step to Success intervention: Tertiary-level support for children, teachers and families. Early Childhood Research Quarterly. 10.1016/j.ecresq.2014.05.002.
  • Frey, A. J., Walker, H., Seeley, J., Lee, J., Small, J., Golly, A., & Feil, E. (2013a). First step classroom check-up resource manual. Louisville, KY: University of Louisville, Kent School of Social Work. Retrieved from http://www.firststeptosuccess.org.
  • Frey, A. J., Walker, H., Seeley, J., Lee, J., Small, J., Golly, A., & Feil, E. (2013b). Tertiary first step to success resource manual. Louisville, KY: University of Louisville, Kent School of Social Work. Retrieved from http://www.firststeptosuccess.org.
  • Hagermoser Sanetti, L. M., & Kratochwill, T. R. (2008). Treatment integrity in behavioral consultation: Measurement, promotion, and outcomes. International Journal of Behavioral Consultation and Therapy, 4, 95–114. Retrieved from the Education Resources Information Center (EJ861339).
  • Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise. Early Childhood Research Quarterly, 26, 96–109. 10.1016/j.ecresq.2010.05.004.
  • Herman, K. C., Reinke, W. M., Bradshaw, C. P., Lochman, J. E., Boxmeyer, C. L., Powell, N. P., … Ialongo, N. S. (2012). Integrating the Family Check-Up and the parent Coping Power program. Advances in School Mental Health Promotion, 5, 208–219. 10.1080/1754730X.2012.707437.
  • Hodgins, D. C., Ching, L. E., & McEwen, J. (2009). Strength of commitment language in motivational interviewing and gambling outcomes. Psychology of Addictive Behaviors, 23, 122–130. 10.1037/a0013010.
  • Lee, J., Frey, A. J., Walker, H., Golly, A., Seeley, J., Small, J., & Feil, E. (2014). Motivational interviewing in support of teacher behavior change. In E.McNamara (Ed.), Motivational interviewing with children and young people II: Issues and further applications (pp. 83–102). Southport, Merseyside, UK: Positive Behaviour Management.
  • Lochman, J. E., & Wells, K. C. (1996). A social-cognitive intervention with aggressive children: Prevention effects and contextual implementation issues. In R. D.Peters & R. J.McMahon (Eds.), Prevention and early intervention: Childhood disorders, substance use and delinquency (pp. 111–143). Thousand Oaks, CA: Sage.
  • Lochman, J. E., & Wells, K. C. (2004). The Coping Power program for preadolescent aggressive boys and their parents: Outcome effects at the 1-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571–578. 10.1037/0022-006X.72.4.571.
  • Mesa, J., Lewis-Palmer, T., & Reinke, W. (2005). Providing teachers with performance feedback on praise to reduce student problem behavior. Beyond Behavior, 15, 3–7. Retrieved from the Education Resources Information Center (EJ845891).
  • Miller, W. R., Benefield, R. G., & Tonigan, J. S. (1993). Enhancing motivation for change in problem drinking: A controlled comparison of two therapist styles. Journal of Consulting and Clinical Psychology, 61, 455–461. Retrieved from the Education Resources Information Center (EJ466590).
  • Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press.
  • Miller, W. R., & Rose, G. S. (2009). Toward a theory of motivational interviewing. American Psychologist, 64, 527–537. 10.1037/a0016830.
  • Miller, W. R., Yahne, C. E., Moyers, T. B., Martinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting & Clinical Psychology, 72, 1050–1062. 10.1037/0022-006X.72.6.1050.
  • Moyers, T. B., & Martin, T. (2006). Therapist influence on client language during motivational interviewing sessions. Journal of Substance Abuse Treatment, 30, 245–251. 10.1016/j.jsat.2005.12.003.
  • Moyers, T., Martin, T., Manuel, J., Miller, W., & Ernst, D. (2007). The Motivational Interviewing Treatment Integrity (MITI) code manual: Version 3.0. Retrieved from http://casaa.unm.edu/download/miti.pdf.
  • Moyers, T. B., Martin, T., Christopher, P. J., Houck, J. M., Tonigan, J. S., & Amrhein, P. C. (2007). Client language as a mediator of motivational interviewing efficacy: Where is the evidence?Alcoholism: Clinical and Experimental Research, 31, 40s–47s. 10.1111/j.1530-0277.2007.00492.x.
  • Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and implementation of behavior management interventions in general education. School Psychology Review, 31, 217–234. Retrieved from the Education Resources Information Center (EJ667600).
  • Pas, E., Bradshaw, C. P., & Cash, E. (2014). Coaching classroom-based preventive interventions. In M. D.Weist, N. A.Lever, C. P.Bradshaw, & J.Owens (Eds.), Handbook of school mental health: Advancing practice and research (2nd ed.) (pp. 255–267). New York, NY: Springer.
  • Patterson, G. R., & Forgatch, M. S. (1985). Therapist behavior as a determinant for client noncompliance: A paradox for the behavior modifier. Journal of Consulting and Clinical Psychology, 53, 846–851. 10.1037/0022-006X.53.6.846.
  • Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers' psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510–532.
  • Reinke, W. M., Herman, K. C., Darney, D., Pitchford, J., Becker, K., Domitrovich, C., & Ialongo, N. (2012). Using the Classroom Check-Up to support implementation of PATHS to PAX. Advances in School Mental Health Promotion, 5, 220–232. 10.1080/1754730X.2012.707441.
  • Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The Classroom Check-Up. New York, NY: Guilford Press.
  • Reinke, W. M., Lewis-Palmer, T., & Merrell, R. (2008). The Classroom Check-Up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37, 315–332.
  • Reinke, W. M., Stormont, M., Herman, K. C., & Newcomer, L. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23, 150–167. 10.1007/s10864-013-9186-0.
  • Riley-Tillman, T. C., & Eckert, T. L. (2001). Generalization programming and school-based consultation: An examination of consultees' generalization of consultation-related skills. Journal of Educational and Psychological Consultation, 12, 217–241.
  • Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S.Koch (Ed.), Psychology: A study of a science. Vol. 3: Formulations of the person and the social context (pp. 184–256). New York, NY: McGraw Hill.
  • Rogers, C. R. (1980). A way of being. New York, NY: Houghton Mifflin.
  • Stormshak, E. A., Dishion, T. J., Light, J., & Yasui, M. (2005). Implementing family-centered interventions within the public middle school: Linking service delivery to change in student problem behavior. Journal of Abnormal Child Psychology, 33, 723–733. 10.1007/s10802-005-7650-6.
  • Stormont, M., Reinke, W. M., Newcomer, L., Darney, D., & Lewis, C. (in press). Coaching teachers' use of social behavior interventions to improve children's outcomes: A review of the literature. Journal of Positive Behavior Interventions.
  • Wenz-Gross, M., & Upshur, C. (2012). Implementing a primary prevention social skills intervention in urban preschools: Factors associated with quality and fidelity. Early Education & Development, 23, 427–450. 10.1080/10409289.2011.589043.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.