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2023

Lee J (2023). The Coaching Fidelity Scale (CFS): Development and Evaluation of an Observational Measure of Coaching Fidelity. Infants & Young Children, 36 (1), 37-52
Bruns E, Lee K, Pullmann M, Ludwig K, McCauley E (2023). Effectiveness of a Brief Engagement, Problem-Solving, and Triage Strategy for High School Students: Results of a Randomized Study. Prevention Science, 24, 701–714, doi: https://doi.org/10.1007/s11121-022-01463-4
Corbin C, Lyon A, Collins V, Goosey R, Locke J (2023). The incremental association of implementation leadership and school personnel burnout beyond transformational leadership. School Psychology, Advance online publication, doi: https://psycnet.apa.org/doi/10.1037/spq0000577
Locke J, Corbin C, Cook C, Lyon A (2023). Using Stakeholder Input to Guide Data Visualization and Reporting to Promote Evidence-based Practice Use in Public Schools. Global Implementation Research and Applications, 3 (2), 99-111, doi: https://doi.org/10.1007/s43477-023-00080-9
Cook C, Hugh M, Pullmann M, Brewer S, Duong M, Lyon A (2023). Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program. School Mental Health, 15 (1), 105-122, doi: https://doi.org/10.1007/s12310-022-09536-z
Cook C, Locke J, Lyon A (2023). Teacher attitudes toward evidence-based practices: Exploratory and confirmatory analyses of the school-adapted evidence-based practice attitude scale. Implementation Research and Practice, 4, doi: https://doi.org/10.1177/26334895221151026

2022

Zulauf-McCurdy C, Zinsser K (2022). A qualitative examination of the parent-teacher relationship and preschool expulsion: capturing the voices of caregivers. Infants and Young Children, 35 (1), 20-39, doi: https://www.doi.org/10.1097/IYC.0000000000000206
Lee J (2022). Challenging behaviors online modules for parents of young children with disabilities: A pilot feasibility study. Education and Treatment of Children, 1-15
Lee J (2022). Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia. Autism
Lee J (2022). Cross cultural caregiver perceptions of challenging behaviors and responses. Early Childhood Education Journal, 50 (8), 1343-1354
Lee J (2022). Building professionals’ capacity: The cascading coaching model. Journal of Positive Behavior Interventions, 24 (4), 313-324
Lee J (2022). Impact of challenging behavior online modules on Korean parents of children with developmental disabilities: An RCT. Journal of Positive Behavior Interventions
Lee J (2022). Online training for parents of children with developmental disabilities in a low?resource community: A pilot feasibility study. Journal of Policy and Practice in Intellectual Disabilities
Lee J (2022). Strategies for capacity building in a low-resource setting: Stakeholders’ voices. Autism
Cook C, Corbin C, Locke J, Lyon A (2022). The Interaction Between General and Strategic Leadership and Climate on Their Multilevel Associations with Implementer Attitudes Toward Universal Prevention Programs for Youth Mental Health: A Cross-Sectional Study. Administration and Policy in Mental Health and Mental Health Services Research, 50 (3), 427-449, doi: https://doi.org/10.1007/s10488-022-01248-5
Corbin C, Hugh M, Locke J, Cook C, Lyon A (2022). Teacher perceptions of implementation climate related to feasibility of implementing schoolwide positive behavior supports and interventions. School Mental Health, 14 (4), 1057-1069, doi: https://doi.org/10.1007/s12310-022-09528-z
Lyon A, Liu F, Ludwig K, McCauley E (2022). How low can you go? Examining the effects of brief online training and post-training consultation dose on implementation mechanisms and outcomes for measurement-based care. Implementation Science Communications, 3 (1), 1-15, doi: https://doi.org/10.1186/s43058-022-00325-y
Gaias L, Liu F, Pullmann M, Duong M, Lyon A (2022). Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services. Psychology in the Schools, 59 (12), 2471-2485, doi: https://doi.org/10.1002/pits.22515
Liu F, Gaias L, Reyes R, Lyon A (2022). A brief online implicit bias intervention for school mental health clinicians. International Journal of Environmental Research and Public Health, 19 (2), 679, doi: https://doi.org/10.3390/ijerph19020679
Lyon A, Locke J (2022). Iterative redesign of a caregiver-mediated intervention for use in educational settings. Autism, 26 (3), 666-677, doi: https://doi.org/10.1177/13623613211066644
Liu F, Lyon A (2022). School mental health professionals’ knowledge of stereotypes and implicit bias toward Black and Latinx youths. Psychiatric Services, 73 (11), 1308-1311
Cook C, Brewer S, Duong M, Gaias L, Lyon A (2022). A mixed-method study examining solutions to common barriers to teachers’ adoption of evidence-based classroom practices. Psychology in the Schools, 59 (9), 1825-1843, doi: https://doi.org/10.1002/pits.22732
Cook C, Locke J, Lyon A (2022). Construct validity of the School-Implementation Climate Scale. Implementation Research and Practice, 3, doi: https://doi.org/10.1177/26334895221116065
Pullmann M, Duong M, Lyon A, Corbin C (2022). Expect the unexpected: A qualitative study of the ripple effects of children’s mental health services implementation efforts. Implementation Research and Practice, 3, doi: https://doi.org/10.1177/26334895221120797
Lyon A, Corbin C, Locke J, Cook C (2022). Leading the charge in the education sector: Development and validation of the School Implementation Leadership Scale (SILS). Implementation Science, 17 (1), doi: https://doi.org/10.1186/s13012-022-01222-7
Lyon A, Liu F, Ludwig K, McCauley E (2022). The Cognitive Walkthrough for Implementation Strategies (CWIS): A pragmatic method for assessing implementation strategy usability. Implementation Science Communications, 2, 1-16, doi: https://doi.org/10.1186/s43058-021-00183-0

2021

Olson J, Schmitz K, Stuber J, 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, 13, 160-173, doi: https://www.doi.org/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, 1, 77-89, doi: https://www.doi.org/10.1007/s43477-021-00008-1
Olson J, 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, 60 (11), 1353-1366, doi: https://www.doi.org/10.1016/j.jaac.2021.02.022
Lee J (2021). Parent-mediated interventions for children with ASD in low-resource settings: A scoping review. Review Journal of Autism and Developmental Disorders, 8 (3), 285-298
Lee J (2021). Comparing special education experiences among Spanish-and English-speaking parents of children with disabilities. Journal of Developmental and Physical Disabilities, 33 (1), 117-135
Lee J (2021). Parent perceptions of the advocacy expectation in special education. Exceptional Children, 87 (4), 438-457
Lee J (2021). Are we on the Same Page: a DyadicAnalysis of Parental Stress, Support, and Family Quality of Life on Raising Children with Autism Spectrum Disorders. Journal of Developmental and Physical Disabilities, 33 (4), 599-618
Lee J (2021). Children with autism spectrum disorders in low-resource settings: Reported experiences and needs of parents in Mongolia. Journal of Autism and Developmental Disorders, 51 (10), 3586-3599
Lee J (2021). From individual to systemic advocacy: Parents as change agents. Exceptionality, 29 (3), 232-247
Lyon A, Pullmann M, Gaias L, Brewer S, Corbin C, Joshi M, Reyes R, Barrett R, Cook C (2021). Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy.. Implementation Science, 16 (1), doi: https://doi.org/10.1186%2Fs13012-020-01064-1
Lyon A, Brewer S (2021). Collaboratively maximizing the impact of human-centered design in psychological and implementation science: Reply to Proctor et al. (2021). American Psychological Association, 76 (7), doi: https://dx.doi.org/10.1037/amp0000856
Brewer S, Sibley M, Lyon A (2021). Study protocol of a randomised trial of Summer STRIPES: A peer-delivered high school preparatory intervention for students with ADHD. BMJ Open, 11 (8), e045443, doi: https://doi.org/10.1136/bmjopen-2020-045443
Cook C, Brewer S, Pullmann M, Duong M, Gaias L, Lyon A (2021). Examining the effects of a brief, group-based motivational implementation strategy on mechanisms of teacher behavior change. Prevention Science, 22, 722-736, doi: https://doi.org/10.1007/s11121-020-01191-7
Lyon A (2021). 13 Designing Programs with an Eye Toward Scaling. The Scale-Up Effect in Early Childhood and Public Policy: Why Interventions Lose Impact at Scale and What We Can Do About It
Duong M, Bruns E, Lee K, Lyon A (2021). 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, 48, 420-439, doi: https://doi.org/10.1007/s10488-020-01080-9
Locke J, Hugh M, Pullmann M, Joshi M, Lyon A (2021). Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism: Study protocol. International Journal of Educational Research, 108, doi: https://doi.org/10.1016/j.ijer.2021.101779

2020

Duong M, Nguyen L, Gaias L, Benjamin K, Lee K, Buntain-Ricklefs J, Cook C (2020). Using stakeholder input to guide cultural and contextual adaptations for a universal school-based intervention. The Urban Review, 52, 853-879, doi: https://doi.org/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, 47, 735-751, doi: https://www.doi.org/10.1007/s10488-020-01038-x
Adrian M, 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), e16338, doi: https://www.doi.org/10.2196/16338
Zulauf-McCurdy C, Zinsser K (2020). How teachers’ perceptions of the parent-teacher relationship affect children’s risk for early childhood expulsion. Psychology in the Schools, 58(1), 69-88, doi: https://www.doi.org/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: doi.org/10/1016.j.appdev.2020.101144
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, 55(3), 332-347
Hugh M (2020). Professional development to support teachers’ implementation of intensive reading intervention: A systematic review. Remedial and Special Education, 42(5), 329-342, doi: https://www.doi.org/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, 100356, doi: https://www.doi.org/10.1016/j.edurev.2020.100356
Duong M, Bruns E, Lee K, 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, 48, 430-439, doi: https://doi.org/10.1007/s10488-020-01080-9
Lee J (2020). Parent leadership and civic engagement: Suggestions for the next individuals with disabilities education act reauthorization. Journal of Disability Policy Studies, 31 (2), 99-111
Lee J (2020). Legislative Advocacy Among Parents of Children With Disabilities. The Journal of Special Education, 54 (3), 169-179
Lee J (2020). Culturally tailored ABA treatments for Asian American clients and families. Multiculturalism and Diversity in Applied Behavior Analysis, 69-82
Duong M, Lyon A (2020). Middle and high school student perspectives on digitally-delivered mental health assessments and measurement feedback systems. Administration and Policy in Mental Health and Mental Health Services Research, 47, 531-544, doi: https://doi.org/10.1007/s10488-020-01010-9

2019

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, 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
Bruns E, Pullmann M, Lyon A, Ludwig K, McCauley E (2019). Pilot test of an engagement, triage, and brief intervention strategy for school mental health. School Mental Health, 11, 148-162, doi: https://doi.org/10.1007/s12310-018-9277-0
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
McCauley E, Vander Stoep A (2019). Emergence of depressive symptoms in school-aged youth. Journal of Clinical Child and Adolescent Psychology, 48(3), 501-515, doi: https://www.doi.org/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: https://www.doi.org/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, 13, 63-73, doi: https://www.doi.org/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: https://www.doi.org/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: https://www.doi.org/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: https://www.doi.org/10.1176/appi.ps.201800163
(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, Benjamin K, 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: https://www.doi.org/10.1186/s13012-019-0944-9
Zulauf-McCurdy C, Zinsser K (2019). Forestalling preschool expulsion: a mixed-method exploration of the potential protective role of teachers’ perceptions of parents. American Educational Research Journal, 56(6), 2189-2220, doi: https://www.doi.org/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, 1-12, doi: https://www.doi.org/10/1016/j.jsp.2019.10.001
Duong M, Pullmann M, Buntain-Ricklefs J, Lee K, Benjamin K, Nguyen L (2019). Brief teacher training improves student behavior and student–teacher relationships in middle school. School Psychology, 34(2), 212–221, doi: https://doi.org/10.1037/spq0000296
Lyon A, Whitaker K, McCauley E (2019). Collaborative care to improve access and quality in school-based behavioral health. Journal of School Health, 89 (12), 1013-1023, doi: https://doi.org/10.1111/josh.12843
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, 1-16, doi: https://doi.org/10.1186/s13012-019-0905-3
Lyon A, Cook C, Locke J (2019). Importance and feasibility of an adapted set of implementation strategies in schools. Journal of School Psychology, 76, 66-77, doi: https://doi.org/10.1016/j.jsp.2019.07.014
Locke J, Lee K, Cook C, Lyon A (2019). Understanding the organizational implementation context of schools: A qualitative study of school district administrators, principals, and teachers. School Mental Health, 11, 379-399, doi: https://doi.org/10.1007/s12310-018-9292-1
Cook C, Lyon A, Locke J (2019). Adapting a compilation of implementation strategies to advance school-based implementation research and practice. Prevention Science, 20, 914-935, doi: https://doi.org/10.1007/s11121-019-01017-1
Liu F, Lyon A (2019). Mind the Gap: Considering Disparities in Implementing Measurement-Based Care. Journal of the American Academy of Child and Adolescent Psychiatry, 58 (4), 459-461
Lyon A, Pullmann M, Whitaker K, McCauley E (2019). A digital feedback system to support implementation of measurement-based care by school-based mental health clinicians. Journal of Clinical Child & Adolescent Psychology, 48 (Supp 1), 168-179, doi: https://doi.org/10.1080/15374416.2017.1280808

2018

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/appi.ps.201700357
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
Duong M, Pullmann M, Buntain-Ricklefs J (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 (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, 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: https://www.doi.org/10.1177/0013916518773469
Whitaker K, Bruns E, Ludwig K, Lyon A, Pullmann M, 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: https://www.doi.org/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: https://www.doi.org/10.1007/s12310-017-9233-4
Lyon A, Whitaker K, Locke J, 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: https://www.doi.org/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: https://www.doi.org/10.1080/09540261.2018.1563530
(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: https://www.doi.org/10.1080/23727810.2017.1351809
(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
(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: https://www.doi.org/10.1007/s10803-018-3632-8
Cook C, Locke J, Lyon A (2018). Confirmatory factor analysis of the Evidence-Based Practice Attitudes Scale with school-based behavioral health consultants. Implementation Science, 13 (1), 1-8, doi: https://doi.org/10.1186/s13012-018-0804-z
Lyon A, Cook C, Locke J (2018). Importance and feasibility of a revised compilation of implementation strategies to support education sector behavioral health. Implementation Science, 13
Adrian M, Lyon A (2018). Social media data for online adolescent suicide risk identification: Considerations for integration within platforms, clinics, and schools. Technology and Adolescent Mental Health, 157-170

2017

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: https://www.doi.org/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: https://www.doi.org/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: https://www.doi.org/10.1016/j.chc.2017.06.005
(2017). Dialogic reading in early childhood settings: A summary of the evidence-base. Topics in Early Childhood Special Education, 37(3), 132-146, doi: https://www.doi.org/10.1177/0271121417724875

2016

Bruns E, Lyon A, 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(4), 183-191, doi: https://www.doi.org/10.1111/camh.12159
Sibley M (2016). Parent-teen behavior therapy and motivational interviewing for adolescents with ADHD. Journal of Consulting & Clinical Psychology, 84(8), 699-712, doi: https://www.doi.org/10.1037/ccp0000106
(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
(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: https://www.doi.org/10.1007/s10488-016-0719-4

2015

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/appi.ps.201500014 (online first)
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
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
(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: https://www.doi.org/10.1016/j.contraception.2014.05.105
(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

2014

Wissow L (2014). RE-AIM Checklist for Integrating and Sustaining Tier Two Social-Behavioral Interventions. Intervention in School and Clinic
(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
(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

2013

(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, 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
(In Press). A Pathway to Recovery and Resilience for our Children and Youth