1. B
Role-play with guided reflection applies experiential adult learning principles and allows practice of relapse prevention in safe, relevant scenarios.

2. B
Mapping objectives to state and national competency domains ensures the curriculum meets credentialing and regulatory standards.

3. B
Direct observation with an objective checklist and immediate feedback identifies specific skill gaps and supports remediation.

4. B
Reflective questioning and modeling empathy help the trainee understand impact and learn alternative approaches without shaming.

5. B
Competency-based assessment verifies that trainees can perform required real-world tasks necessary for safe practice.

6. B
Calm reflective listening and concise directives de-escalate effectively while maintaining safety and engagement.

7. B
Learner-directed projects honor prior experience and promote adult learner autonomy and relevance.

8. B
Accurate, timely, and confidential documentation of assessments plans and consents is essential for legal and ethical compliance.

9. B
Standardized observational rating scales applied to recordings yield objective, reliable measures of MI proficiency.

10. B
Adults learn better when instruction is problem-centered and tied to practical issues they face professionally.

11. B
Goal-setting plus constructive feedback and autonomy support promotes professional growth and self-efficacy.

12. A
Combining written tests with observed performance ensures both knowledge and applied skill are assessed.

13. B
Practical scenarios and role-play help trainees apply confidentiality principles in real-world decision-making.

14. B
A coaching conversation permits exploration, awareness-raising, and targeted learning to reduce bias.

15. B
Trainee competency rates and employment or practice outcomes are meaningful indicators of program effectiveness.

16. B
Accurate administration interpretation and treatment planning implications ensure screening tools inform care.

17. A
Balanced specific feedback with practice opportunities supports development of facilitation skills.

18. B
Supervisors must ensure telehealth privacy licensure and documentation standards are followed to meet regulatory requirements.

19. B
Recovery-oriented person-centered approaches and collaborative goal setting align with contemporary best practices.

20. B
Assessment items must map directly to observable measurable objective behaviors stated in learning objectives for validity.

21. B
Structured documented supervision records support trainee development and regulatory oversight.

22. B
Multimodal materials with scaffolding accommodate diverse learners and support mastery.

23. B
Clear observable criteria and inter-rater reliability testing make checklists reliable assessment tools.

24. B
Ethical dilemma case analyses develop applied reasoning necessary for real-world decision-making.

25. B
Online synchronous learning requires chunking content interaction and active practice to maintain engagement and skill acquisition.

26. B
Gradual leadership responsibility with coaching prepares trainees to take on supervisory functions effectively and ethically.

27. B
Content validity and pilot-testing ensure assessments measure intended competencies and function properly.