Exploration, Preparation, and Implementation of Standardized Assessment in a Multi-agency School Behavioral Health Network.
Exploration, Preparation, and Implementation of Standardized Assessment in a Multi-agency School Behavioral Health Network.
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DOI：
10.1007/s10488-020-01082-7
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发表时间：
2021-05
期刊：
影响因子：
--
通讯作者：
Hoover S
中科院分区：
文献类型：
--
作者：
Connors E;Lawson G;Wheatley-Rowe D;Hoover S
学校心理健康治疗服务提供广泛的公共健康影响，并可受益于更广泛地实施和维持标准化评估(SA)。这项实证研究描述了一种使用探索、准备、实施和维持(EPIS)框架在大型学校行为健康网络中增加SA使用的方法。心理健康管理员采访了四个参与机构和一个多学科规划团队，了解了SA措施的选择和实施支持。SA倡议是在一个学年内实施的，包括对95名临床医生的全系统培训和持续实施支助。线性混合效应模型显示，在半天的培训(N=95，p<；.001)之后，临床医生对SA的临床效用和治疗计划的态度立即得到了改善。临床医生自我报告说，随着时间的推移，新客户在接受治疗期间使用SA的情况显著增加(P<；.001)，提交了71.4%的预期SA数据。综合了质量反馈，包括提供更多SA选择和在学年早期开始新的SA数据收集的建议，以便为质量改进和未来的维持工作提供信息。
School mental health treatment services offer broad public health impact and could benefit from more widespread implementation and sustainment of standardized assessments (SA). This demonstration study describes one approach to increase SA use in a large school behavioral health network using the Exploration, Preparation, Implementation and Sustainment (EPIS) framework. Mental health administrator interviews with four participating agencies and a multidisciplinary planning team informed SA measure selection and implementation supports. The SA initiative was implemented during one school year, including system-wide training and ongoing implementation supports for 95 clinicians. Linear mixed effect models revealed improvements in clinician attitudes about the SA for clinical utility and treatment planning immediately following the half-day training (N=95, p < .001). Clinicians self-reported a significant increase in use of SA for new clients during intakes (p < .001) over time and 71.4% of expected SA data were submitted. Qualitative feedback, including recommendations to offer more SA choices and beginning new SA data collection earlier in the school year, was integrated to inform quality improvements and future sustainment efforts.
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影响因子：
9.7
作者：
BURNS, BJ;COSTELLO, EJ;ERKANLI, A
通讯作者：
ERKANLI, A
DOI：
10.1080/1754730x.2008.9715730
发表时间：
2008-01-01
期刊：
ADVANCES IN SCHOOL MENTAL HEALTH PROMOTION
影响因子：
--
作者：
Domitrovich, Celene E.;Bradshaw, Catherine P.;Ialongo, Nicholas S.
通讯作者：
Ialongo, Nicholas S.
影响因子：
2.3
作者：
Dollar, Katherine M.;Kirchner, JoAnn E.;Resnick, Sandra G.
通讯作者：
Resnick, Sandra G.
DOI：
10.1016/j.jaac.2013.03.002
发表时间：
2013-05-01
影响因子：
13.3
作者：
Green, Jennifer Greif;McLaughlin, Katie A.;Kessler, Ronald C.
通讯作者：
Kessler, Ronald C.
DOI：
10.1007/s10488-020-01063-w
发表时间：
2021-03
期刊：
Administration and policy in mental health
影响因子：
--
作者：
Connors EH;Douglas S;Jensen-Doss A;Landes SJ;Lewis CC;McLeod BD;Stanick C;Lyon AR
通讯作者：
Lyon AR