Table 2.
Items included in the Template for Intervention Description and Replication (TIDieR) checklist: information to include when describing an intervention, with additional guidance (in italics) on applications to MBP research
| Item number | Item |
|---|---|
| Brief name | |
| 1. | Provide the name or a phrase that describes the intervention and reference to the most recent curriculum guide—i.e., MBSR (Santorelli et al. 2017) |
| Why | |
| 2. | Describe any rationale, theory, or goal of the elements essential to the intervention. In addition to referencing published literature on this issue, theoretical rationales are needed for any adaptations, or tailoring to a particular population or context. |
| What | |
| 3. | Materials: Describe any physical or informational materials used in the intervention, including those provided to participants or used in intervention delivery or in training of intervention providers. Provide information on where the materials can be accessed (such as online appendix, URL). For example, written course materials and guided mindfulness meditation practices. |
| 4. | Procedures: Describe each of the procedures, activities, and/or processes used in the intervention. If using a published MBP curriculum guide this is not needed—only include descriptions of adaptations. Detail in full if delivering a new MBP. |
| Whom provided | |
| 5. | For each category of intervention provider, describe their expertise, background, and any specific training given. Describe (1) what MBP teacher training has been undertaken by trial teachers, (2) how they adhere to ongoing MBP Good Practice Guidelines such as on-going practice, and (3) measures of teacher competence that were used to select trial teachers |
| How | |
| 6. | Describe the modes of delivery (such as face to face or by some other mechanism, such as internet or telephone) of the intervention and whether it was provided individually or in a group. If following a standard MBP curriculum guide this is not required—only detail deviations/adaptations from standard protocols, or if a new curriculum, detail in full, including delivery method (i.e., in person teacher-led group sessions; digital delivery, etc.). |
| Where | |
| 7. | Describe the type(s) of location(s) where the intervention occurred, including any necessary infrastructure or relevant features. |
| When and How Much | |
| 8. | Describe the number of times the intervention was delivered and over what period of time including the number of sessions, their schedule, and their duration, intensity, or dose. If following a standard MBP curriculum guide this is not required—only detail deviations/adaptations from standard protocols, or give full details of new MBPs. |
| Tailoring | |
| 9. | If the intervention was planned to be personalized, titrated, or adapted, then describe what, why, when, and how. Describe how individual needs/vulnerabilities of MBP group participants were handled by the trial teacher(s), and whether any steps such as individualized additional meetings with the teacher were used to address issues that varied by participant. |
| Modifications | |
| 10. | If the intervention was modified during the course of the study, describe the changes (what, why, when, and how). |
| How well | |
| 11. | Planned: If intervention adherence or fidelity was assessed, describe how and by whom, and if any strategies were used to maintain or improve fidelity, describe them. Describe whether an MBP fidelity tool was used to assess intervention delivery via reviews of recorded sessions were employed, by whom and how. Describe the rationales for the choices made. |
| 12. | Actual: If intervention adherence or fidelity was assessed, describe the extent to which the intervention was delivered as planned. Detail the assessed level of MBP teaching competence, adherence and differentiation in the results section of the paper. |