Client Progress Monitoring and Feedback in School-Based Mental Health☆
Section snippets
EBA Principles and Evidence
Notably, the definition of EBA provided above includes both methods and processes for care. When referencing methods, EBA includes (a) standardized assessment tools, which have empirical support for their reliability, validity, and clinical utility (Jensen-Doss & Hawley, 2010), and (b) idiographic assessment approaches, defined as quantitative variables that have been individually selected or tailored to maximize their relevance for a particular individual (Haynes, Mumma, & Pinson, 2009).
EBA in School-Based Mental Health
Within an SBMH framework, EBA is an important element of effective service delivery, the principles and characteristics of which are consistent with leading models of educational interventions. For instance, EBA—and, in particular, progress monitoring—is highly compatible with the increasingly popular Response to Intervention (RtI; Bradley, Danielson, & Doolittle, 2007) frameworks in schools. RtI is a model for best practice in the education field, which incorporates data collection and
Aims of the Current Paper
Given the underutilization of EBA processes and tools in SBMH settings, the aims of the current paper are to (a) provide an overview of two projects implementing progress monitoring and feedback in schools within the context of modular psychotherapy (described below); (b) describe the principles of progress monitoring that informed those projects, relevant data about the EBA processes, and provide recommendations for monitoring and feedback in schools; and (c) describe barriers that were
Behavioral Education Systems Training (B.E.S.T.)
The overarching purpose of the B.E.S.T. project was to develop and provide a continuum of emotional and behavioral supports and interventions for children by building a unified network of mental health and school professionals trained to utilize evidence-based practices (EBPs). Given the emphasis on EBPs, EBA tools and processes of EBA were introduced throughout training and consultation. In addition, at the initiation of the project, schools within the participating district were at varying
Current and Future Directions
There are a number of recommendations for current and future directions that can be made based on the lessons learned within the B.E.S.T. and Excellence projects. These recommendations are summarized in Table 1 and also relevant to the EBA literature (e.g., Lyon, Borntrager, et al., 2013). For example, given the difficulties encountered relevant to clinician comfort and knowledge of EBA and its uses, SBMH agencies would benefit from specific, ongoing professional development in the tools and
References (60)
- et al.
The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics
Journal of the American Academy of Child & Adolescent Psychiatry
(1997) - et al.
Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study
Journal of the American Academy of Child & Adolescent Psychiatry
(1999) - et al.
Assessment of symptoms of DSM-IV anxiety and depression in children: A Revised Child Anxiety and Depression Scale
Behaviour Research and Therapy
(2000) - et al.
From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services
Child and Adolescent Psychiatric Clinics of North America
(2005) - et al.
Idiographic assessment: Conceptual and psychometric foundations of individualized behavioral assessment
Clinical Psychology Review
(2009) - et al.
Who gets care? Mental health service use following a school-based suicide prevention program
Journal of the American Academy of Child & Adolescent Psychiatry
(2007) - et al.
Service utilization for lifetime mentaldisorders in U.S. adolescents: Results of the National ComorbiditySurvey-Adolescent Supplement (NCS-A)
Journal of the American Academy of Child and Adolescent Psychiatry
(2011) - et al.
Theories related to changing clinician practice
Child and Adolescent Psychiatric Clinics of North America
(2005) - et al.
Collaborative care to improve the management of depressive disorders: A community guide systematic review and meta-analysis
American Journal of Preventative Medicine
(2012) - et al.
Impact of school-based health center use on academic outcomes
Journal of Adolescent Health
(2010)
Promoting mental health in schools in the midst of school reform
Journal of School Health
Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents
International Journal of Methods in Psychiatric Research
Improvement in symptoms versus functioning: How do our best treatments measure up?
Administration and Policy in Mental Health and Mental Health Services Research
Effects of routine feedback to clinicians on mental health outcomes of youths: Results of a randomized trial
Psychiatric Services
Responsiveness to Intervention: 1997 to 2007
Teaching Exceptional Children
Routine outcome monitoring and feedback on physical or mental health status: Evidence and theory
Journal of Evaluation in Clinical Practice
Cultural and contextual influences in mental health help seeking: A focus on ethnic minority youth
Journal of Consulting and Clinical Psychology
Moving beyond the three tier intervention pyramid toward a comprehensive framework for student and learning supports
Identifying and selecting the common elements of evidence-based intervention: A Distillation and Matching Model
Mental Health Services Research
Driving with roadmaps and dashboards: Using information resources to structure the decision models in service organizations
Administration and Policy in Mental Health and Mental Health Services Research
Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment
Goal attainment scaling a critical review
Evaluation Review
Commentary: Implementing empirically supported treatments in the schools: What are we asking?
Clinical Child and Family Psychology Review
School-based mental health and behavioral programs for low-income, urban youth: A systematic and meta-analytic review
Clinical Psychology-Science and Practice
Pathways into and through mental health services for children and adolescents
Psychiatric Services
Mental Health in Schools Act. §195
Clinicians and outcome measurement: What’s the use?
The Journal of Behavioral Health Services & Research
The Strengths and Difficulties Questionnaire: A Research Note
Journal of Child Psychology and Psychiatry
The use of outcome measures by psychologists in clinical practice
Professional Psychology: Research and Practice
Cited by (44)
Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools
2024, Assessment for Effective InterventionMeasurement-Based Care Implementation Challenges and Opportunities in Real-World Practice
2023, Psychiatric AnnalsCounseling Youth: Systemic Issues and Interventions
2023, Counseling Youth: Systemic Issues and InterventionsImplementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA
2022, Implementation Science CommunicationsTeachers' experiences with K-12 students' mental health
2022, Psychology in the Schools
- ☆
This publication was made possible, in part, by funding from the Montana Mental Health Settlement Trust grant entitled “Comprehensive Training Network for Children’s Mental Health Services” awarded to the first author and also by grant number K08 MH095939, awarded to the second author from the National Institute of Mental Health.Dr. Lyon is also an investigator with the Implementation Research Institute (IRI), at the George Warren Brown School of Social Work, Washington University in St. Louis; through an award from the National Institute of Mental Health (R25 MH080916) and the Department of Veterans Affairs, Health Services Research & Development Service, Quality Enhancement Research Initiative (QUERI).