The DOI matches its Crossref record; 87 of the 89 references it cites were found in a registry or an index.
Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda
Open accessAbstract
In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.
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“However, EBP are inconsistently adopted, delivered with fidelity, or sustained over time in schools [5, 6].”
From Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS) (2022) · cites this paper as [6]
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Cites
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“For example, there may be unique benefits to audit and feedback procedures (Ivers et al., 2012) that could be borrowed from the healthcare field and applied to SMH. Similarly, there may be added value in training implementers to self-monitor integrity and compare such ratings to those made by a…”
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Aguirre Velasco, A., Cruz, I. S. S., Billings, J., Jimenez, M., & Rowe, S. (2020) · BMC Psychiatry · doi:10.1186/s12888-020-02659-0 · Cited by 736
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Lyon, A. R., Cook, C. R., Brown, E. C., Locke, J., Davis, C., Ehrhart, M., & Aarons, G. A. (2018) · Implementation Science · doi:10.1186/s13012-017-0705-6 · Cited by 199
Self-citationA systematic review of peer-mediated interventions for children with autism spectrum disorder
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Metadata
- Authors
- Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M.
- Affiliations
- Ohio University (US)
- University of Washington (US)
- University of Maryland, Baltimore (US)
- NYU Langone Health (US)
- SRI International (US)
- Corresponding author
- Owens, Julie Sarno
- Venue
- School Mental Health
- Published
- 2013-12-17
- Volume
- 6
- Issue
- 2
- Pages
- 99-111
- ISSN
- 1866-2625 (ISSN-L)
- 1866-2633
- PMC
- PMC4580252
- OpenAlex
- W2067657602
- Cited by
- 247
- References
- 89
- Citations by year
- 2026: 14 · 2025: 23 · 2024: 32 · 2023: 22 · 2022: 31 · 2021: 32 · 2020: 17 · 2019: 20 · 2018: 21 · 2017: 13 · 2016: 13 · 2015: 8 · 2014: 1
- FWCI
- 13.28
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- School Mental Health (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (K01MH083694, R01MH081881, P30MH090322, K08MH095939, R25MH080916)
- Topics
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- implementation science, evidence-based practice, professional development, coaching, fidelity, program sustainability, school-based intervention, research agenda, community research partnerships
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