SMART Center Research Publications
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2016
(2016). Fostering SMART partnerships to develop integrated behavioral health services in schools. American Journal of Orthopsychiatry, 86(2), 156-170, doi: 10.1037/ort0000083 (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
(2016). New Frontiers in Building Mental, Emotional and Behavioral Health in Children and Youth. American Journal of Orthopsychiatry
(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
(2016). School-based behavioral health service use and expenditures for children with autism and children with other disorders. Psychiatric Services, 67, 101-106
(2016). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism, 20, 653-662
(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
(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
(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
(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
(2016). Culturally-Responsive Cognitive Behavioral Therapy: Making the case for integrating cultural factors in evidence-based treatment. Clinical Case Studies, doi: 10.1177/1534650116664984
(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
(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
(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
(2016). Generational differences in academic achievement among immigrant youth: A meta-analytic review.. Review of Educational Research, 86, 13-41, doi: 10.3102/0034654315577680
(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
(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
(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
(2016). User-centered design for psychosocial intervention development and implementation. Clinical Psychology: Science & Practice, 23(2), 180-200, doi: 10.1111/cpsp.12154
(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
(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
(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
(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