Efficacy of a Brief Intervention Strategy for School-Based Mental Health Clinicians
(Bruns and McCauley PIs; Pullmann and Lyon, Co-Is)
Institute of Education Sciences R305A160111
The Brief Intervention Strategy for School Clinicians (BRISC) is a 4-session, evidence-based, and flexible “Tier 2” intervention tailored to high school students and designed to fit the school context. This cluster randomized efficacy trial (52 public high schools in three states) will use longitudinal data collection with students and parents; analyses of school records; implementation measures; and clinician and administrator surveys and interviews to evaluate outcomes of BRISC compared to services as usual, as well as moderators and mediators of outcomes and feasibility, acceptability, and costs of BRISC.
The Organizational Assessment for Strategic Implementation in Schools (OASIS): A Measurement Suite to Support Educator Adoption of Evidence-Based Practices
(Lyon & Cook, PIs; Duong, Co-I)
Institute of Education Sciences R305A160114
The main purpose of this Goal 5 Measurement Development and Refinement Project is to develop a suite of valid, practical, and usable measures to assess characteristics of the organizational implementation context in authentic educational settings in order to support the adoption and sustainment of evidence-based practices that improve student outcomes.
Impact of Inter-Organizational Alignment (IOA) on Implementation Outcomes
(Lyon, PI; Locke & Duong, Co-Is)
National Institute of Mental Health R21MH110691
This project aims to assess the unique and combined influences of community-based health organization and school contexts on school-based mental health practitioners’ use of evidence-based practices.
Brief Online Training (BOLT) for Routine Outcome Monitoring: A Low-Cost & Scalable Minimal Intervention Necessary for Change in School Mental Health
(Lyon & McCauley, PIs)
National Institute of Mental Health R34MH109605
BOLT is focused on designing and texting an online training platform and post-training consultation procedures to support measurement-based care / routine outcome monitoring among school-based mental health providers. Both the platform and the training will be iteratively developed using best practices from the field of user-centered design.
The Seattle Minority Engagement and Discipline Reduction Research Collaborative (MENDR)
(Pullmann, PI; Lyon, Bruns, Duong, McCauley, Co-Is)
Institute of Education Sciences R305H150035
The goal of the Minority Engagement and Disproportionality Reduction project (MENDR) is to develop an authentic research partnership between Seattle Public Schools (SPS) and the University of Washington School Mental Health Research, Assessment, and Training (UW SMART) Center, focused on the problem of practice of racial and ethnic disproportionality in discipline. Through MENDR, we will improve SPS’s capacity to use research – to identify schools with disproportionality and causes of disproportionality – and engage in a joint effort to develop, implement, and test an approach for disproportionality prevention and reduction.
Assessment of Suicide and Self-Injury to Enhance School Safety (ASSESS)
(Adrian & Lyon, PIs)
American foundation for Suicide Prevention LSRG-1-001-16
This project will use machine learning algorithms to evaluate the extent to which high school students' social media posts provide the information needed to accurately predict and manage suicide risk in real time.
Relationships to Enhance Learners' Adjustment to Transitions and Engagement (RELATE)
(Cook & Duong, PIs)
Institute of Educational Sciences R305A170458
This project will iteratively develop and pilot a brief professional development training to enhance teachers' skills in establishing, maintaining, and restoring relationships with high school students, particularly those from marginalized racial/ethnic groups.
Beliefs and Attitudes for Successful Implementation in Schools (BASIS)
(Lyon & Cook, PIs; Duong, Pullmann, Co-Is)
National Institute of Mental Health R21MH108714
The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to evidence-based practice (EBP) implementation – Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – designed to improve school-based mental health providers’ implementation of EBP.
Beliefs and Attitudes for Successful Implementation in Schools (BASIS-T)
(Cook, Lyon & Duong, PIs)
Institute of Education Sciences R305A170292
The BASIS-T project will develop a teacher-focused pre-implementation motivation enhancement intervention that will be tested in the context of universal social, emotional, and behavioral program implementation.
Implementing iBESTT in Schools: Increasing the Fidelity of Behavior Plans using Tablet Technology
(C. Davis, PI)
Office of Special Education Programs H327S13008
The aims of this project are to use an iterative design to: (1) develop materials that assist schools in the implementation of a web-based technology tool to assist teachers in the use of individual support plans in the classroom (iBESTT), and (2) evaluate the effectiveness of the training materials in producing school teams and teachers that implement iBESTT with high fidelity for students at-risk for or with chronic behavior problems.
Brief Interventions Enhancing School Safety
(Lyon, Patnode, & Cook, PIs; Duong, Pullmann, Co-Is)
National Institute of Justice 2014-CK-BX-0013
This project is designed to deliver and evaluate an early warning system and Tier 2 intervention (Student Engagement and Empowerment) to improve student attendance, behavior, and achievement. In doing so, this project investigates the effects of building capacity within schools to make data-driven decisions surrounding the selection and delivery of evidence-based, brief, relatively low-cost interventions proven to improve students’ mindsets and school belonging, two constructs linked to increased school engagement and safety.
Accessible, Collaborative Care for Effective School-Based Services (ACCESS): Enhancing Interdisciplinary and Impact in Youth Mental Health
(Lyon & McCauley, PIs)
Klingenstein Third Generation Foundation
This planning grant is designed to develop a school-specific adaptation of the Collaborative Care model and associated training materials in order to: (1) Enhance capacity to provide SBMH services by increasing the number of healthcare providers (including primary care providers and indigenous school-based personnel) who can participate in the delivery of mental health services to youth experiencing mood and anxiety problems; (2) Improve SBMH accessibility by reducing stigma via the utilization of primary care providers and indigenous school personnel as points of entry for services; and (3) Increase the extent to which SBMH services reflect high quality evidence-based practices.
Skills Training for Emotional Problem Solving (STEPS)
Seattle Children’s Research Institute/Guild
The goal of this curriculum development project is to develop and test a stress management curriculum for high school students. The STEPS program will adapt an emotion regulation skills training program -- adapted from Dialectical Behavioral Therapy (DBT) skills – that has been effectively used with high-risk adolescents in community-based clinic settings for integration into high school curriculum focused on social-emotional learning.
Edge In-School Coaching Program for At-Risk, Low-Income Middle School Students
(Lyon & Cook, PIs)
College Spark Washington
This three-year project evaluates the Edge Foundation’s school-based coaching intervention for middle school students (n = 400) with Attention-Deficit/ Hyperactivity Disorder or related difficulties in 10 low-performing middle schools in Washington State. Evaluated outcomes include executive functioning, mental health symptoms, and educational functioning.
Implementation of a Measurement Feedback System in School Mental Health
National Institute of Mental Health K08MH095939
This project adapts and evaluates a contextually appropriate digital measurement feedback system for use in school-based health centers (SBHCs) through a series of qualitative, quantitative, and mixed methods research studies. Research aims include: (1) evaluate the SBHC context to inform MFS adaptation; (2) assess the adaptation’s effectiveness in context; (3) evaluate the system impact on clinician behavior and youth outcomes; and (4) assess the added utility of providing academic data to school clinicians for use in progress monitoring.
Staff and School Factors Affecting Implementation of ASD Interventions in Schools
National Institute of Mental Health K01MH100199
This Career Development Award uses mixed methods to examine staff- and school-level factors as predictors of implementation and sustainment of an evidence-based intervention for children with autism spectrum disorder in public schools.
Second Step Efficacy Study
(C. Cook, PI; Duong, Co-I)
Committee for Children (No grant number available)
This study aims to test the immediate and 2-year impact of a universal social emotional learning (SEL) curriculum, called Second Step, on the academic and behavioral outcomes of elementary school students.
Promoting Excellence: Enhancing School Based Mental Health Services
King County Public Health, Seattle Children’s Research Institute, Loeb Family Fund
These three sources of funding provide annual support for a series of projects designed to enhance the extent and quality of mental health services delivered in King County schools. The projects supported by these funds include ongoing training and case consultation to school based mental health providers and nurses including evidence-based intervention strategies, 1:1 case consultation, and other modalities.
Efficacy of RENEW for High School Students with Emotional and Behavioral Disorders.
(Suter [University of Vermont] PI; Bruns and Pullmann, Co-Is)
Institute of Education Sciences R305A150438
This large scale efficacy study, conducted in 12 high schools in four states (VT, NH, IL, MD), tests whether the RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work) program can improve social-emotional functioning and academic performance for the estimated 5-10% of high school students at risk for school failure due to mental, emotional, and behavioral (MEB) challenges.