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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:
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:
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:
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:
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:
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:
Lyon A, Locke J (2022). Iterative redesign of a caregiver-mediated intervention for use in educational settings. Autism, 26 (3), 666-677, doi:
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:
Cook C, Locke J, Lyon A (2022). Construct validity of the School-Implementation Climate Scale. Implementation Research and Practice, 3, doi:
Pullmann M, Duong M, Lyon A, Muse I, 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:
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:
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: