Motivational Interviewing: Current Perspectives and Practices in Speech-Language Pathology
Author
Pieper, Miranda ReneeIssue Date
2025Keywords
Caregiver EngagementClinical Practice
Counseling
Motivational Interviewing (MI)
Speech-Language Pathology (SLP)
Graduate Students
MI Principles
MI Training
MI Knowledge and Comfort
Advisor
Kapa, Leah
Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
Purpose: Motivational interviewing (MI) is a client-centered approach that has shown promise in various therapeutic contexts; however, in the field of speech-language pathology, there remains a significant gap in research regarding its implementation in clinical practice. While Hoepner (2024) provided a suggested MI framework for use in speech-language pathology, existing literature is lacking in documentation on the frequency of MI use among clients, as well as what populations benefit most from this framework. Furthermore, there is limited research regarding the knowledge and comfort of MI principles among graduate students and practicing professionals in the field. This study aims to address these gaps by beginning to explore current MI practices among professionals and graduate students. It examines three key research questions: (1) the frequency of MI use across clinical populations; (2) the use of the four main steps of MI: engaging, focusing, evoking, and planning; and (3), MI knowledge, comfort, and training sources of graduate students and professionals. Method: One hundred eight participant responses to a custom-designed online survey were analyzed. Seventy-eight were practicing SLPs, two were practicing SLPAs, one was a retired SLP, three were SLP Clinical Fellows (CF-SLP), and twenty-four were graduate students. The survey consisted of both closed- and open-ended questions that participants answered based on experiences from the last 12 months. It included a display logic feature that tailored questions based on participants’ responses, ensuring that they were only presented with questions relevant to the specific populations and diagnoses they endorsed working with. Results: Results revealed that the use of MI varied by diagnosis and age. MI was used more frequently with clients and caregivers of individuals with voice disorders, while it was reported less often with those with hearing impairments. Age also played a role, with clinicians more frequently using MI directly with adult clients relative to pediatric clients; conversely, MI was utilized more frequently with the caregivers of pediatric clients compared to adult clients. Of the four steps of MI, the “engage” step of MI was reportedly applied most. Additionally, graduate students and professionals reported low knowledge and comfort with MI, highlighting a gap in education and training. These findings suggest the need for more structured MI training in speech-language pathology.Type
textElectronic Thesis
Degree Name
M.S.Degree Level
mastersDegree Program
Graduate CollegeSpeech, Language, & Hearing Sciences