Motivational Interviewing: Decrease Resistance & Increase Buy-in
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Monica Gilbert examines conversations in which caregivers or school staff hesitate to change. This application-focused recording uses parent scenarios and a teacher role play to explore readiness, change talk, reflective listening and information exchange that respects the other person's autonomy.
Catalogue presenter credits: Monica Gilbert, Jennifer Rumfola.
A teacher's objections to a token system anchor a debrief on persuasion, listening and the urge to fix the problem. A parent role play separates importance, confidence and readiness using a rating ruler. Jennifer Rumfola adds school and team-meeting perspectives.
The session works through open-ended questions, affirmations, reflections, summaries and elicit-provide-elicit information exchange. The examples center on children and caregivers, and the recording does not supply dedicated adolescent or adult residential applications.
What does this recording cover?
- The change-talk discussion distinguishes desire, ability, reasons, need and commitment from counter change talk.
- The readiness-ruler demonstration separates importance, confidence and readiness.
- The session examines open-ended questions, affirmations, reflective listening and summaries.
- Elicit-provide-elicit exchanges cover existing knowledge, permission to share information and checks of understanding.
- Stage-specific examples address precontemplation, contemplation and relapse.
Recording context: The recording date is not supplied. Research, professional requirements and examples reflect the discussion at the time of delivery.
Three selected learner comments
The six-item evaluation mean was 4.67/5 across 17 complete responses, from 103 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.
Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.
5. This was very informative. I greatly appreciated the examples. They were extremely helpful.
Course evaluation response, 2024
Make the three step phases of MI very clear then discuss each phase. Examples were good.
Course evaluation response, 2025
I do feel some of this could be informative to my professional practice- but I work with adults in group home settings and many examples were not relevant to my current position.
Course evaluation response, 2025
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MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
Continuing Education Credits
Meet the Presenters
Dr. Gilbert has been working with children, adolescents, and adults for almost ten years and has worked with infants and toddlers as an Infant Toddler Developmental Specialist (ITDS). She graduated from Florida International University with a Bachelor's degree in Psychology and a minor in Behavior Analysis and Masters of Science degree from FIU in Education with a Mental Health Counseling minor. Dr. Gilbert obtained a second Masters of Science in Psychology from CAU. Dr. Gilbert obtained her Doctorate in Clinical Psychology (PSY.D). She is fluent in English and Spanish and understands French.
Dr. Gilbert is deeply passionate about what she does as a professional and looks forward to using her expertise as well as gaining further experience in this field. She has extensive experience conducting behavior assessments and supervising clinicians as well as training parents, teachers and staff. Dr. Gilbert has presented on behavior analysis techniques at workshops, Parent-to-Parent trainings, internationally, UMCARD, various autism awareness events, private/public schools, charity events, and foster homes and shelters in both Spanish and English. Dr. Gilbert has co-authored articles in Parent with Special Needs magazine and has conducted RBT (Registered Behavior Technician) trainings as well as the 40-hour required Behavior Assistant training.
Additionally, Dr. Gilbert is an adjunct professor and teaches Applied Behavior Analysis courses at CAU and is an active member of the southern region Agency for Persons with Disabilities, Local Review Committee where along with the other members provides ongoing technical assistance and consultation as well as approvals for behavior plans presented by other analysts in her region.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to support individuals with autism and their educational teams.
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