Motivational Interviewing Skills for Coaching: A Feasibility Study Examining Training Fidelity, Satisfaction, and Impact.
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| Title: | Motivational Interviewing Skills for Coaching: A Feasibility Study Examining Training Fidelity, Satisfaction, and Impact. |
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| Authors: | Frey, Andy J. (AUTHOR), Small, Jason W. (AUTHOR), Crosby, Shantel (AUTHOR), Lee, Jon (AUTHOR), Walker, Hill M. (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Jan-Mar2026, Vol. 36 Issue 1, p39-58. 20p. |
| Subjects: | Motivational interviewing, Educational coaching, Academic support programs, Learning, Outcome-based education, Self-efficacy, Social influence, Satisfaction |
| Abstract: | Coaching is recognized as an implementation strategy to support teachers' use of effective instructional practices, and motivational interviewing (MI) has been recognized as a promising implementation technique to support this strategy. In this article, we present the results of a feasibility study to evaluate the fidelity, satisfaction, and impact of an MI skills training for instructional support personnel (ISP). Thirty-one ISP were randomized to Coaching with MI skills (C-MI) or Coaching with Business-as-Usual Skills (C-BAU) conditions. ISP in both conditions received training in a four-step coaching model designed to impact instructional practices with teachers. Trainees in the C-MI condition also received skill-based training in MI. Following training, Trainees in both conditions implemented the coaching model with up to two teachers. Training fidelity and satisfaction with the training were high in both conditions. At posttest, trainees in the C-MI condition reported significantly higher levels of coaching self-efficacy and demonstrated MI competency (i.e. skill in a simulated practice setting) compared to trainees in the C-BAU condition. Additionally, trainees in the C-MI condition met established thresholds of MI proficiency (i.e. skill while implementing the CBP procedures with teachers) at statistically higher rates than trainees in the C-BAU condition. The findings suggest that this training approach results in high demonstrated MI competence and self-efficacy. The implications of these findings and future research are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Coaching is recognized as an implementation strategy to support teachers' use of effective instructional practices, and motivational interviewing (MI) has been recognized as a promising implementation technique to support this strategy. In this article, we present the results of a feasibility study to evaluate the fidelity, satisfaction, and impact of an MI skills training for instructional support personnel (ISP). Thirty-one ISP were randomized to Coaching with MI skills (C-MI) or Coaching with Business-as-Usual Skills (C-BAU) conditions. ISP in both conditions received training in a four-step coaching model designed to impact instructional practices with teachers. Trainees in the C-MI condition also received skill-based training in MI. Following training, Trainees in both conditions implemented the coaching model with up to two teachers. Training fidelity and satisfaction with the training were high in both conditions. At posttest, trainees in the C-MI condition reported significantly higher levels of coaching self-efficacy and demonstrated MI competency (i.e. skill in a simulated practice setting) compared to trainees in the C-BAU condition. Additionally, trainees in the C-MI condition met established thresholds of MI proficiency (i.e. skill while implementing the CBP procedures with teachers) at statistically higher rates than trainees in the C-BAU condition. The findings suggest that this training approach results in high demonstrated MI competence and self-efficacy. The implications of these findings and future research are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2025.2502332 |
