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11-10-2016 | Uitgave 4/2016

Clinical Child and Family Psychology Review 4/2016

Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

Tijdschrift:
Clinical Child and Family Psychology Review > Uitgave 4/2016
Auteurs:
Prerna G. Arora, Elizabeth H. Connors, Melissa W. George, Aaron R. Lyon, Courtney B. Wolk, Mark D. Weist

Abstract

Evidence-based assessment (EBA) is a critically important aspect of delivering high-quality, school-based mental health care for youth. However, research in this area is limited and additional applied research on how best to support the implementation of EBA in school mental health (SMH) is needed. Accordingly, this manuscript seeks to facilitate the advancement of research on EBA in SMH by reviewing relevant literature on EBA implementation in schools and providing recommendations for key research priorities. Given the limited number of published studies available, findings from child and adolescent mental health and implementation science research are also included to inform a robust and comprehensive research agenda on this topic. Based on this literature review, five priorities for research on EBA in SMH are outlined: (1) effective identification of assessment targets, (2) appropriate selection of assessment measures, (3) investigation of organizational readiness for EBA, (4) study of implementation support for EBA, and (5) promotion of EBA data integration and use. Each priority area includes recommended directions for future research. A comprehensive and robust research agenda is warranted to build the science and practice of implementing EBA in SMH. Specific directions for this agenda are offered.

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