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Olson J, Lucy M, Kellogg M, Schmitz K, Taylor B, Bruns E (2021). What happens when training goes virtual? Adapting training and technical assistance for the school mental health workforce in response to COVID-19. School Mental Health, doi: 10.1007/s12310-020-09401-x
Olson J, Bruns E (2021). Influences of inner and outer settings on Wraparound implementation outcomes.. Global Implementation and Applications, doi:
Olson J, Kellogg M, Pullmann M, Bruns E (2021). Systematic review and meta-analysis: effectiveness of Wraparound care coordination for children and adolsecents.. Journal of the American Academy of Child & Adolescent Psychiatry, doi:


Duong M, Gaias L, Buntain-Ricklefs J, Cook C (2020). Using stakeholder input to guide cultural and contextual adaptations for a universal school-based intervention.. The Urban Review, Advanced Online Copy, doi: 10.1007/s11256-019-00547-w
Bruns E (2020). Developing an evidence-based technical assistance model: a process evaluation of the National Training Technical Assistance Center for Child, Youth, and Family Mental Health.. Journal of Behavioral Health Services & Research, 1-18, doi: 10.1007/s11414-020-09686-5
Lyon A, Brewer S (2020). Designing the future of children’s mental health services.. Administration and Policy in Mental Health and Mental Health Services Research, doi: 10.1007/s10488-020-01038-x
Adrian M, Coifman J, Pullmann M, Chandler C, Lyon A (2020). Implementation determinants and outcomes of a technology-enabled service targeting suicide risk in high schools: mixed methods study. Journal of Medical Internet Research - Mental Health, 7(7), 16338, doi: 10.2196/16338
Zulauf-McCurdy C (2020). How teachers’ perceptions of the parent-teacher relationship affect children’s risk for early childhood expulsion.. Psychology in Schools, doi: 10.1002/pits.22440
Corbin C (2020). Correlates of change in elementary students’ perceptions of interactions with their teacher. Journal of Applied Developmental Psychology, 69, 1-11, doi:
Hugh M (2020). Dissemination and decision-making: factors related to pre-service practitioners’ selection of practices for students with autism. Education and Training in Autism and Developmental Disabilities
Hugh M (2020). Professional development to support teachers’ implementation of intensive reading intervention: a systematic review. Remedial and Special Education, doi: doi: 10.1177/0741932520934099
Gaias L, Duong M, Pullmann M, Brewer S, Jones J (2020). Race and ethnicity in educational intervention research: a systematic review and recommendations for sampling, reporting, and analysis. Educational Research Review, 31, doi:
Duong M, Bruns E, Coifman J, Lyon A (2020). Rates of mental health service utilization by children and adolescents in schools and other common service settings: a systematic review and meta analysis. Administration and Policy in Mental Health and Mental Health Services Research, doi:


Adrian M, Vander Stoep A, McCauley E (2019). Indicated prevention for depression at the transition to high school: Outcomes for depression and anxiety.. Prevention Science, doi: 10.1007/s11121-019-01005-5
Adrian M (2019). Emotion regulation processes linking peer victimization to anxiety and depression symptoms in adolescence.. Development and Psychopathology, 31(3), 999-1009, doi: 10.1017/S0954579419000543
Adrian M, Vander Stoep A, McCauley E (2019). Mechanisms of change in the prevention of depression: An indicated school-based prevention trial at the transition to high school. Journal of the American Academy of Child and Adolescent Psychiatry, doi: 10.1016/j.jaac.2019.05.031
Lyon A, Cook C, Duong M, Pullmann M, Brewer S, Gaias L (2019). The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.. Implementation Science, 14(54), 1-16, doi: 10.1186/s13012-019-0905-3
Brewer S (2019). How do parent psychopathology and family income impact treatment gains in a school-based intervention for trauma?. School Mental Health, doi: 10.1007/s12310-019-09324-2
Brewer S (2019). Evaluating the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention.. Evidence-Based Practice in Child & Adolescent Mental Health, 4(1), 72-88, doi: 10.1080/23794925.2019.1565501
Lyon A, Bruns E (2019). User-centered redesign of evidence-based psychosocial interventions to enhance implementation – Hospitable soil or better seeds?. JAMA Psychiatry, 76(1), 3-4, doi: 10.1001/jamapsychiatry.2018.3060
Gaias L (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139, doi: 10.1016/j.jsp.2019.07.017
Gaias L (2019). Positive school climate as a moderator of violence exposure for Colombian adolescents. American Journal of Community Psychology, 63, 17-31, doi: 10.1002/ajcp.12300
Locke J (2019). Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools. Implementation Science, 14, 39, doi: 10.1186/s13012-019-0877-3
Locke J (2019). Organizational culture and climate profiles: Relationships with fidelity to three evidence-based practices for autism in public elementary schools. Implementation Science, 14, 15, doi: 10.1186/s13012-019-0863-9
Locke J (2019). The impact of implementation support on the use of a social engagement intervention for children with autism in public schools. Autism, 23, 834-845, doi: 10.1177/1362361318787802
Lyon A, Bruns E (2019). From evidence to impact: Joining our best school mental health practices with our best implementation strategies. School Mental Health, 11, 106-114, doi: 10.1007/s12310-018-09306-w
Pullmann M (2019). Measurement-based care in child welfare-involved children and youth: Reliability and validity of the PSC-17. Child Psychiatry and Human Development, 50(2), 332-345, doi: 10.1007/s10578-018-0845-1
Vander Stoep A, McCauley E (2019). Emergence of depressive symptoms in school-aged youth. Journal of Clinical Child and Adolescent Psychology, 48(3), 501-515, doi: 10.1080/15374416.2017.1410823
Vander Stoep A (2019). Effect of school services on academic performance after traumatic brain injury in Hispanic and Non-Hispanic students. Journal of School Health, 89(7), 519-526, doi: 10.1111/josh.12776
Vander Stoep A (2019). Trauma among Kenyan school children in urban and rural settings: Prevalence and correlates of PTSD. Journal of Child and Adolescent Stress, doi: 10.1007/s40653-019-00256-2
Whitaker K (2019). Academic, psychosocial, and demographic correlates of school-based health center utilization: Patterns by service type. Child & Youth Care Forum, 48(4), 545-562, doi: 10.1007/s10566-019-09495-8
Wissow L (2019). Collaborative care for child and youth mental health problems in a middle-income country: A study protocol for a randomized controlled trial training general practitioners. Trials, 20(1), 405, doi: 10.1186/s13063-019-3467-4
Wissow L (2019). Outcomes of a statewide learning collaborative to implement mental health services in pediatric primary care. Psychiatric Services, 70(2), 123-129, doi: 10.1176/
Fettig A (2019). Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment based interventions.. Research in Developmental Disabilities, 85, 31-41, doi: 10.1016/j.ridd.2018.11.001
Bruns E, Pullmann M, Lyon A (2019). The role of the outer setting in implementation: associations between state demographic, fiscal, and policy factors and use of evidence-based treatments in mental healthcare.. Implementation Science, 14(96), 1-13, doi: 10.1186/s13012-019-0944-9
Zulauf-McCurdy C (2019). Forestalling preschool expulsion: a mixed-method exploration of the potential protective role of teachers’ perceptions of parents. American Educational Research Journal, doi: doi: 10.3102/0002831219838236
Corbin C (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, doi:


Adrian M, McCauley E (2018). Parental validation and invalidation predict frequency of adolescent self-harm.. Professional Psychology: Research and Practice, 49, 274-281, doi: 10.1037/pro0000200
Adrian M, McCauley E, Vander Stoep A (2018). Online recruitment using Facebook: Friend request is non-differentially accepted in a diverse, young adult population.. Nursing and Health Sciences, Advance online print, doi: 10.1111/nhs.12557
Adrian M (2018). Adaptive interventions are required for efficient and personalized adolescent depression treatment.. American Academy of Child and Adolescent Psychiatry, 58, 16-17, doi: 10.1016/j.jaac.2018.07.892
Brewer S (2018). Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly, 33(1), 1-9, doi: 10.1037/spq0000229
Brewer S (2018). Involuntary engagement stress responses and family dynamics: Time-lagged models of negative mood.. Journal of Child & Family Studies, 27(6), 2014-2024, doi: 10.1007/s10826-018-1042-3
Bruns E (2018). Psychotropic polypharmacy among youth with serious emotional and behavioral disorder receiving care coordination.. Psychiatric Services, 69(6), 716-722, doi: 10.1176/
Bruns E, Lyon A (2018). Impact of Electronic Health Record on quality and fidelity of children’s behavioral health services: Results of a randomized study.. Journal of Medical Internet Research, 20(6), e10197, doi: 10.2196/10197
Bruns E, McCauley E, Pullmann M, Lyon A (2018). Pilot test of an engagement, triage, and brief intervention strategy for school mental health. School Mental Health, doi: 10.1007/s12310-018-9277-0
Duong M, Pullmann M, Buntain-Ricklefs J, Cook C (2018). Brief training for teachers improves student behavior and student-teacher relationships in middle school.. School Psychology Quarterly, 34, 212-221, doi: 10.1037/spq0000296
Gaias L (2018). Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias. Applied Developmental Psychology, 59, 5-15, doi: 10.1016/j.appdev.2018.02.005
Gaias L (2018). Kindergarten teachers’ instructional priority misalignment and job satisfaction: A mixed methods analysis. Teachers College Record, 120(12), 1-38
Jones J (2018). Comparing communities: The cultural characteristics of ethnic social capital. Education and Urban Society, doi: 10.1177/0013124517747680
Jones J (2018). Using sisterhood networks to cultivate ethnic identity and enhance school engagement. Psychology in Schools, 55(1), 20-35, doi: 10.1002/pits.22087
Locke J, Lyon A, Cook C (2018). Understanding the organizational implementation context of schools: A qualitative study of school district administrators, principals, and teachers. School Mental Health, 11(3), 379-399, doi: 10.1007/s12310-018-9292-1
Lyon A, Cook C, Locke J (2018). Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13, 5, doi: 10.1186/s13012-017-0705-6
Pullmann M (2018). A traumagenic social ecological framework for understanding and intervening with sex trafficked children and youth. Child and Adolescent Social Work Journal, 36, 49-63, doi: 10.1007/s10560-018-0588-7
Pullmann M (2018). Tracing the pathway from mental health screening to services for children and youth in foster care. Children and Youth Services Review, 89, 340-354, doi: 10.1016/j.childyouth.2018.04.038
Pullmann M (2018). Implementation climate and time predict intensity of supervision content related to evidence based treatment. Frontiers in Public Health: Public Health Education and Promotion, 6(280), 1-16, doi: 10.3389/fpubh.2018.00280
Sanders E (2018). The impact of written emotional disclosure on cancer caregivers’ perceptions of burden, stress, and depression: A randomized controlled trial. Health Communication, 33(7), 824-832, doi: 10.1080/10410236.2017.1315677
Sanders E (2018). Sequential prediction of literacy achievement for specific learning disabilities contrasting in impaired levels of language in grades 4 to 9. Journal of Learning Disabilities, 51(2), 137-157, doi: 10.1177/0022219417691048
Sibley M (2018). High vs. low intensity summer treatment for ADHD delivered at secondary school. Journal of Clinical Child and Adolescent Psychology, 47, 248-265, doi: 10.1080/15374416.2018.1426005
Sibley M (2018). Post-secondary transition: A qualitative study of parent and young adult perspectives. School Mental Health, 10, 352-371, doi: 10.1007/s12310-018-9273-4
Vander Stoep A (2018). Injuries and illness at nature preschools. Environment and Behavior, 51(8), 936-965, doi: 10.1177/0013916518773469
Whitaker K, Bruns E, Lyon A, McCauley E (2018). How do school mental health services vary across contexts and provider types? Lessons learned from two efforts to implement a research-based strategy. School Mental Health, 10(1), 134-146, doi: 10.1007/s12310-017-9243-2
Whitaker K, Pullmann M, Duong M, Bruns E, Lyon A (2018). Predictors of disparities in access and retention in school-based mental health services. School Mental Health, 10(1), 1-11, doi: 10.1007/s12310-017-9233-4
Lyon A, Whitaker K, Locke J, Cook C, Duong M (2018). The impact of Inter-Organizational Alignment (IOA) on implementation outcomes: Evaluating unique and shared organizational influences in education sector mental health. Implementation Science, 13(1), 13-24, doi: 10.1186/s13012-018-0721-1
Wissow L (2018). What’s known about implementing co-located pediatric integrated care: a scoping review. International Review of Psychiatry, 30(6), 242-271, doi: 10.1080/09540261.2018.1563530
Fettig A (2018). Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development. Journal of Child and Adolescent Counseling, 4(1), 67-80, doi: 10.1080/23727810.2017.1351809
Fettig A (2018). Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after school program. Journal of Early Childhood Research, 16(4), 436-448, doi: 10.1177/1476718X18804848
Zulauf-McCurdy C (2018). Early risk pathways to physical versus relational peer aggression: the interplay of externalizing behavior and harsh parental discipline varies by child sex. Aggressive Behavior, 44(2), 209-220, doi: doi: 10.1002/ab.21744
Hugh M (2018). Exploring engagement in shared reading activities between children with autism spectrum disorder and their caregivers. Journal of Autism and Developmental Disabilities, 48, 3596-3607, doi: Doi: 10.1007/s10803-018-3632-8


Locke J (2017). Race, disability, and grade: Social relationships in children with autism spectrum disorders. Autism: International Journal of Research and Practice, 21(1), 92-99, doi: 10.1177/1362361315627792
Bruns E (2017). Twenty-five years of wraparound care coordination research: A comprehensive review of the literature.. Journal of Child & Family Studies, 26(5), 1245-1265, doi: 10.1007/s10826-016-0639-7
Gaias L (2017). Understanding school-neighborhood mesosystemic effects on adolescent development. Adolescent Research Review, 3(3), 301-391, doi: 10.1007/s40894-017-0077-9
Jones J (2017). Culturally responsive adaptations in evidence-based treatment: The impact on client satisfaction. Contemporary School Psychology, 21(3), 211-222, doi: 10.1007/s40688-016-0118-6
Locke J (2017). Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism. Autism, 21, 985-994, doi: 10.1177/1362361316664474
Sanders E (2017). Effects of emergent literacy interventions for preschoolers with autism spectrum disorder. Exceptional Children, 84(1), 55-75, doi: 10.1177/0014402917705855
Sibley M (2017). Parent-teen therapy for executive function deficits and ADHD: Building skills and motivation. Guilford Press
Vander Stoep A (2017). The Children’s Attention-Deficit Hyperactivity Disorder Telemental Health Treatment Study (CATTS): Caregiver outcomes. Journal of Abnormal Child Psychology, 45, 27-43, doi: 10.1007/s10802-016-0155-7
Wissow L (2017). Factors promoting and inhibiting sustained impact of a mental health task-shifting program for HIV providers in Ethiopia. Global Mental Health, 4(24), doi: 10.1017/gmh.2017.21
Wissow L (2017). Evaluating integrated mental health care programs for children and youth. Child & Adolescent Psychiatric Clinics of North America, 26(4), 795-814, doi: 10.1016/j.chc.2017.06.005
Fettig A (2017). Dialogic reading in early childhood settings: A summary of the evidence-base. Topics in Early Childhood Special Education, 37(3), 132-146, doi: 10.1177/0271121417724875


Bruns E, Lyon A, Cook C, McCauley E, Duong M (2016). Fostering SMART partnerships to develop integrated behavioral health services in schools. American Journal of Orthopsychiatry, 86(2), 156-170, doi: 10.1037/ort0000083
Duong M, Lyon A, McCauley E (2016). Student perceptions of the acceptability and utility of standardized and idiographic assessment in school mental health. International Journal of Mental Health Promotion, doi: 10.1080/14623730.2015.1079429
Bruns E (2016). New Frontiers in Building Mental, Emotional and Behavioral Health in Children and Youth. American Journal of Orthopsychiatry
Jones J (2016). Culturally-responsive collective impact teams: An interdisciplinary vision for the future. Handbook of Multicultural School Psychology: An interdisciplinary perspective, 2nd Ed, Mahwah, NJ : Erlbaum
Locke J (2016). School-based behavioral health service use and expenditures for children with autism and children with other disorders. Psychiatric Services, 67, 101-106
Locke J (2016). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism, 20, 653-662
Lyon A, Bruns E, McCauley E (2016). The Contextualized Technology Adaptation Process (CTAP): Optimizing health information technology to improve mental health systems. Administration and Policy in Mental Health and Mental Health Services Research, 42, 394-409
Lyon A, Vander Stoep A (2016). Modeling the impact of school-based universal depression screening on additional service capacity needs: A system dynamics approach. Administration and Policy in Mental Health and Mental Health Services Research, 43(2), 168-188
Lyon A, Whitaker K, McCauley E (2016). Collaborative care in schools: Enhancing integration and impact in youth mental health.. Advances in School Mental Health Promotion, 9(3-4), 148-168, doi: 10.1080/1754730X.2016.1215928
Duong M (2016). Community violence exposure predicts friendships with academically disengaged peers during middle adolescence. Journal of Youth and Adolescence, doi: 10.1007/s10964-016-0485-3
Jones J (2016). Culturally-Responsive Cognitive Behavioral Therapy: Making the case for integrating cultural factors in evidence-based treatment. Clinical Case Studies, doi: 10.1177/1534650116664984
Brewer S (2016). Stress, coping, and mood among Latino adolescents: A daily diary study.. Journal of Research on Adolescence, 27(3), 566-580, doi: 10.1111/jora.12294
Davis C (2016). A social-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education.. Journal of Special Education, 50, 27-36, doi: 10.1177/0022466915613592
Duong M (2016). Mediators and moderators of a school-based cognitive-behavioral depression prevention program.. Cognitive Research and Therapy, 705-716, doi: 10.1007/s10608-016-9780-2
Duong M, Liu F (2016). Generational differences in academic achievement among immigrant youth: A meta-analytic review.. Review of Educational Research, 86, 13-41, doi: 10.3102/0034654315577680
Duong M (2016). Twelve-month outcomes a randomized trial of the Positive Thoughts and Action Program for depression among early adolescents. Prevention Science, 17, 295-305, doi: 10.1007/s11121-015-0615-2
Gaias L (2016). Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success. Learning and Individual Differences, 45, 199-207, doi: 10.1016/j.lindif.2015.11.016
Locke J, Lyon A (2016). A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools. Implementation Science, 11, 135, doi: 10.1186/s13012-016-0501-8
Lyon A (2016). User-centered design for psychosocial intervention development and implementation. Clinical Psychology: Science & Practice, 23(2), 180-200, doi: 10.1111/cpsp.12154
Lyon A, Liu F (2016). Health Information Technologies – Academic and Commercial Evaluation (HIT-ACE) methodology: Description and application to clinical feedback systems. Implementation Science, 11(1), 128, doi: 10.1186/s13012-016-0495-2
Sibley M (2016). A school consultation intervention for adolescents with ADHD: Barriers and implementation strategies. Child and Adolescent Mental Health, 21, 183-191, doi: 10.1111/camh.12159
Sibley M (2016). Parent-teen behavior therapy and motivational interviewing for adolescents with ADHD. Journal of Consulting & Clinical Psychology, 84, 699-712, doi: 10.1037/ccp0000106
Fettig A (2016). Group coaching on pre-school teachers’ implementation of pyramid model strategies: A program description. Topics in Early Childhood Special Education, 36(3), 147-158, doi: 10.1177/0271121416650049
Fettig A (2016). Using e-coaching to support an early intervention provider’s implementation of a functional assessment-based intervention. Infants and Young Children, 29(2), 130-147, doi: 10.1097/IYC.0000000000000058
Lyon A, Liu F (2016). Capabilities and characteristics of digital measurement feedback systems: Results from a comprehensive review. Administration and Policy in Mental Health and Mental Health Services Research, 43(3), 441-466, doi: 10.1007/s10488-016-0719-4


Locke J (2015). One-to-one assistant engagement in autism support classrooms. Teacher Education and Special Education, 38(4), 337-346, doi: 10.1177/0888406415603208
Duong M (2015). A peer nomination assessment of electronic forms of aggression and victimization. Journal of Adolescence, 44, 77-87, doi: 10.1016/j.adolescence.2015.07.012
Lyon A (2015). Client progress monitoring and feedback in school-based mental health. Cognitive and Behavioral Practice
Bruns E, Pullmann M (2015). Research, Data, and Evidence-Based Treatment Use in State Behavioral Health Systems, 2001-2012. Psychiatric Services, doi: 10.1176/ (online first)
Cook C, Lyon A (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly, 30(2), 166-183, doi: 10.1037/spq0000102
Cook C, Lyon A (2015). Evaluation of the Courage and Confidence Mentor Program as a Tier 2 intervention for middle school students with identified internalizing problems. School Mental Health
Cook C (2015). Technical Adequacy, Classification Accuracy and Social Validity of the Student Externalizing Behavior Screener. Assessment for Effective Intervention
Jones J (2015). Culturally responsive interpersonal psychotherapy with children and adolescents. Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings, 5th ed, Hoboken, NJ: Wiley and sons
Jones J (2015). Best practices in providing culturally responsive interventions. Best Practices in School Psychology, 6th ed, Bethesda: National Association of School Psychologists
Jones J (2015). Multicultural counseling competence training: Adding value with multicultural consultation. Journal of Educational and Psychological Consultation, 25, 1-26, doi: 10.1080/10474412.2015.1012671
Locke J (2015). All together now: Measuring staff cohesion in special education classrooms. Journal of Psychoeducational Assessment,, 33, 329-338
Locke J (2015). A tangled web: The challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior Therapy,, 46, 54-67
Lyon A, Bruns E (2015). The Brief Intervention for School Clinicians (BRISC): A mixed-methods evaluation of feasibility, acceptability, and contextual appropriateness. School Mental Health, doi: 10.1007/s12310-015-9153-0
Sanders E (2015). Effectiveness of supplemental kindergarten vocabulary instruction for English learners: A randomized study of immediate and longer-term effects of two approaches. Journal of Research on Educational Effectiveness, 8(4), 490-529, doi: 10.1080/19345747.2015.1033120
Sanders E (2015). Efficacy of rich vocabulary classroom instruction for fourth- and fifth-graders. Journal of Research on Educational Effectiveness, 8(3), 325-365, doi: 10.1080/19345747.2014.933495
Vander Stoep A (2015). Providing long-acting reversible contraception services in school-based health centers: Key themes for facilitating implementation. Journal of Adolescent Health, 56(6), 658-665, doi: 10.1016/j.contraception.2014.05.105
Fettig A (2015). Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors. Journal of Positive Behavior Interventions, 17(3), 170-180, doi: 10.1177/1098300714564164


Wissow L (2014). RE-AIM Checklist for Integrating and Sustaining Tier Two Social-Behavioral Interventions. Intervention in School and Clinic
Cook C (2014). Evaluation of the class pass intervention for students with hypothesized escape-motivated behavior. Psychology in the Schools
Duong M (2014). Do peers contribute to the achievement gap between Vietnamese-American and Mexican-American adolescents?. Social Development, 23, 196-214, doi: 1111/sode.12033
Cook C (2014). The FRIENDS emotional health program for minority groups at risk. Journal of School Health, 84(2), 124-132
Locke J (2014). Assessing social skills in early elementary-aged children with autism spectrum disorders: The Social Skills Q-Sort. Journal of Psychoeducational Assessment, 32, 62-76
Locke J (2014). Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention. Autism: International Journal of Research and Practice,, 18, 370-375
Lyon A, Bruns E, Vander Stoep A, Wissow L, McCauley E (2014). Taking EBPs to school: Developing and testing a framework for applying common elements of evidence based practice to school mental health. Advances in School Mental Health Promotion, 7, 42-61
Lyon A, Bruns E, McCauley E (2014). Taking evidence-based practices to school: Using expert opinion to develop a brief, evidence-informed school-based mental health intervention. Advances in School Mental Health Promotion, 7, 42-61, doi: 10.1080/1754730X.2013.857903
Lyon A, Vander Stoep A, McCauley E (2014). Using modular psychotherapy in school mental health: Provider perspectives on intervention-setting fit. Journal of Clinical Child & Adolescent Psychology, 43, 890-901
Lyon A (2014). Implementation science in school mental health: Key constructs and a proposed research agenda. School Mental Health, 6, 99-111
Pullmann M, Bruns E (2014). Improving the impact of school-based mental health and other supportive programs on students’ academic outcomes: how do we get there from here?. Advances in School Mental Health Promotion, 7(1), 1-4
Duong M (2014). Interpersonal and personal antecedents and consequences of peer victimization across middle childhood in Hong Kong. Journal of Youth and Adolescence, 43, 1934-1945, doi: 10.1007/s10964-013-0050-2
Bruns E, Pullmann M (2014). Family voice with informed choice: Coordinating wraparound with research-based treatment for children and adolescents.. Journal of Clinical Child and Adolescent Psychology, 43(2), 256-269, doi: 10.1080/15374416.2013.859081
Davis C (2014). Best practices for early identification and services for young children with Autistic Spectrum Disorders.. Best Practices in School Psychology VI, In A Thomas & J Grimes (Eds), Washington, DC National Association of School Psychology
Sanders E (2014). Partially nested randomize controlled trials in education research: A guide to design and analysis. National Center for Education Research, ED545532


Cook C (2013). Progress monitoring behavior using brief, change-sensitive rating scales. Handbook of Evidence-Based Practices for Students Having Emotional and Behavioral Disorders
Lyon A (2013). From distal to proximal: Routine educational data monitoring in school-based mental health. Advances in School Mental Health Promotion, 6, 263-279
Lyon A, Vander Stoep A, McCauley E (2013). “If it’s worth my time, I will make the time”: School-based providers’ decision-making about participating in an evidence-based psychotherapy consultation program. Administration and Policy in Mental Health and Mental Health Services Research, 40, 467-481
Lyon A, Vander Stoep A, McCauley E (2013). Patterns and predictors of mental healthcare utilization in schools and other service sectors among adolescents at risk for depression. School Mental Health, 5, 155-165
Pullmann M, Bruns E (2013). Improving the evaluation and impact of mental health and other supportive school-based programmes on students’ academic outcomes. Advances in School Mental Health Promotion, 6(4), 226-230
Pullmann M, Bruns E (2013). Academic outcomes of an elementary school-based family support programme.. Advances in School Mental Health Promotion, 6(4), 231-246
Wissow L (2013). Bridging the research to practice gap: Empowering staff to implement meaningful program evaluation and improvement to better serve students with emotional or behavioral disorders. Beyond Behavior, 22(3), 3-14
Wissow L (2013). Essential Features of Tier Two Social-Behavioral Interventions. Psychology in the Schools, 50, 844-861
Davis C (2013). Autonomy and accountability: Teacher perspectives on evidence-based practices for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 48, 456-478

In Press

Locke J (In Press). Predictors of fragmentation and connectivity: A social network analysis of classrooms containing children with ASD. Autism: International Journal of Research and Practice
Locke J (In Press). Differences by age in in-school and out-of-school behavioral health service use among children with different psychiatric disorders. School Mental Health
Adrian M, McCauley E (In Press). Predictors and moderators of self-harm behaviors in the collaborative adolescent research on emotions and suicide (CARES) study. Journal of Child Psychology and Psychiatry
Lyon A, Cook C, Locke J (In Press). Importance and feasibility of an adapted set of strategies for implementing evidence-based mental health practices in schools. Journal of School Psychology
Zulauf-McCurdy C (In Press). A qualitative examination of the parent-teacher relationship and preschool expulsion: capturing the voices of caregivers.. Infants and Young Children