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. 2013 Dec;20(6):681-8.
doi: 10.1177/1073191113490790. Epub 2013 Jun 21.

Development and Validation of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI:TAC)

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Development and Validation of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI:TAC)

Rebecca S Crane et al. Assessment. .
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Abstract

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.

Keywords: adherence; assessment; competence; intervention integrity; mindfulness-based interventions; reliability; validity.

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