Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

Owens, Julie Sarno; Lyon, Aaron R.; Brandt, Nicole; Warner, Carrie Masia; Nadeem, Erum; Spiel, Craig F.; Wagner, Mary

doi:10.1007/s12310-013-9115-3

Cited by 185 publications

(155 citation statements)

References 74 publications

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“…During calls, clinicians and expert consultants (a) troubleshot use of the SB-MHITS technology and (b) supported clinicians in incorporating MBC practices into their routine services. Given uncertainty in the field about the dosage of consultation required to adequately support clinicians following training (Nadeem et al, 2013; Owens et al, 2014), the emphasis of the current project on maximizing consultation efficiency, evaluated the immediate (i.e., one week) effects of consultation calls on clinician behavior. Results indicated that the effects of consultation calls on MBC practices in the subsequent week were either significant or approached significance for assessment feedback and administration, respectively.…”

Section: Discussionmentioning

confidence: 99%

A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians

Lyon

Pullmann

Whitaker

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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Objective. Evidence supports the utility of measurement-based care (MBC) to improve youth mental health outcomes, but clinicians rarely engage in MBC practices. Digital measurement feedback systems (MFS) may reflect a feasible strategy to support MBC adoption and sustainment. This pilot study was initiated to evaluate the impact of a MFS and brief consultation supports to facilitate MBC uptake and sustainment among mental health clinicians in the education sector, the most common mental health service delivery setting for youth. Method. Following an initial training in MBC, 14 clinicians were randomized to either: (1) a digital MFS and brief consultation supports, or (2) control. Baseline ratings of MBC attitudes, skill, and use were collected. In addition, daily assessment ratings tracked two core MBC practices (i.e., assessment tool administration, provision of feedback) over a six-month follow-up period. Results. Clinicians in the MFS condition demonstrated rapid increases in both MBC practices while the control group did not significantly change. For clinicians in the MFS group, consultation effects were significant for feedback and approached significance for administration. Over the follow-up period, average decreases in the current study were moderate with only one of the two outcome variables (administration) decreasing significantly. Inspection of individual clinician trajectories revealed substantial within-group trend variation. Conclusions. MFS may represent an effective MBC implementation strategy beyond initial training, although individual clinician response is variable. Identifying feasible and impactful implementation strategies is critical given the ability of MBC to support precision healthcare.

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Section: Discussionmentioning

confidence: 99%

A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians

Lyon

Pullmann

Whitaker

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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“…In addition, the follow-up periods were relatively short in the three studies that examined sustainment. Despite the limited time frame of conducting research in school settings (Owens et al, 2014), it may be of critical importance to explore long-term sustainment of intervention effects into the next school year and beyond.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of peer-mediated interventions for children with autism spectrum disorder

Chang

Locke

2016

Research in Autism Spectrum Disorders

137

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Background Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed.

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“…Because much of our collaborative effort focuses on appropriate use of research evidence, the SMART Center endorses and actively pursues the implementation science research agenda recently articulated by Owens and colleagues (2014) surrounding professional development and coaching. For example, how much coaching is necessary following training to produce sustained practitioner behavior change?…”

Section: Discussionmentioning

confidence: 99%

Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.

Bruns

Duong

Lyon

et al. 2016

American Journal of Orthopsychiatry

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The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including services to address both academic and MEB problems. In this paper, we review the potential value of multi-tier frameworks in facilitating access to, and increasing the effectiveness of, mental health services in schools and review the empirical support for school-based mental health interventions by tier. We go on to describe a community-academic partnership between the Seattle Public Schools and the University of Washington School Mental Health Assessment, Research, and Training (SMART) Center that exemplifies how multi-tier educational frameworks, research and evidence, and purposeful collaboration can combine to improve development and implementation of a range of school-based strategies focused on MEB needs of students. Finally, we present a set of 10 recommendations that may help guide other research and practice improvement efforts to address MEB problems in youth through effective school mental health programming.

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Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

Cited by 185 publications

References 74 publications

A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians

A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians

A systematic review of peer-mediated interventions for children with autism spectrum disorder

Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.

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