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BACKGROUND: The assessment of intervention integrity is essential in psychotherapeutic intervention outcome research and psychotherapist training. There has been little attention given to it in mindfulness-based interventions research, training programs, and practice. AIMS: To address this, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was developed. This article describes the MBI:TAC and its development and presents initial data on reliability and validity. METHOD: Sixteen assessors from three centers evaluated teaching integrity of 43 teachers using the MBI:TAC. RESULTS: Internal consistency (α = .94) and interrater reliability (overall intraclass correlation coefficient = .81; range = .60-.81) were high. Face and content validity were established through the MBI:TAC development process. Data on construct validity were acceptable. CONCLUSIONS: Initial data indicate that the MBI:TAC is a reliable and valid tool. It can be used in Mindfulness-Based Stress Reduction/Mindfulness-Based Cognitive Therapy outcome evaluation research, training and pragmatic practice settings, and in research to assess the impact of teaching integrity on participant outcome.

Original publication

DOI

10.1177/1073191113490790

Type

Journal article

Journal

Assessment

Publication Date

12/2013

Volume

20

Pages

681 - 688

Keywords

adherence, assessment, competence, intervention integrity, mindfulness-based interventions, reliability, validity, Adult, Clinical Competence, Cognitive Therapy, Curriculum, Educational Measurement, Female, Guideline Adherence, Humans, Male, Middle Aged, Mindfulness, Outcome and Process Assessment (Health Care), Psychometrics, Reproducibility of Results, Teaching