ArticleAdministration and policy in mental health2016
Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation.
Article in Administration and policy in mental health, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
23 citing papers in PubMed.
- Taking measurement-based care to school: Evaluating teacher-report versions of the behavior and feelings survey and the top problems assessment.Psychological assessment · 2026Article
- COMBINE EBIs: A novel COllaborative Method for Building INterventions from Existing Evidence-Based Interventions.Annals of epidemiology · 2025Article
- Proof-of-concept of bayesian latent class modelling usefulness for assessing diagnostic tests in absence of diagnostic standards in mental health.Scientific reports · 2025Article
- Review
- Alcohol consumption and risky sexual behaviors among fishers in Elmina in Ghana.BMC public health · 2023Article
- Machine learning applied to electronic health record data in home healthcare: A scoping review.International journal of medical informatics · 2023Article
- 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 · 2022Article
- Illustrating the Applicability of IRT to Implementation Science: Examining an Instrument of Therapist Attitudes.Administration and policy in mental health · 2021Review
- Use of Standardized and Non-Standardized Tools for Measuring the Risk of Falls and Independence in Clinical Practice.International journal of environmental research and public health · 2021Article
- Middle and High School Student Perspectives on Digitally-Delivered Mental Health Assessments and Measurement Feedback Systems.Administration and policy in mental health · 2020Article
- The Strengths and Difficulties Questionnaire Predicts Concurrent Mental Health Difficulties in a Transdiagnostic Sample of Struggling Learners.Frontiers in psychology · 2020Article
- Measuring the Implementation of Behavioral Intervention Technologies: Recharacterization of Established Outcomes.Journal of medical Internet research · 2019Article
- A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 · 2019Article
- Reliability, Validity, and Factor Structure of the Current Assessment Practice Evaluation-Revised (CAPER) in a National Sample.The journal of behavioral health services & research · 2019Article
- The impact of inter-organizational alignment (IOA) on implementation outcomes: evaluating unique and shared organizational influences in education sector mental health.Implementation science : IS · 2018Article
- Monitoring Treatment Progress and Providing Feedback is Viewed Favorably but Rarely Used in Practice.Administration and policy in mental health · 2018Article
- Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.Translational behavioral medicine · 2017Review
- Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda.Clinical child and family psychology review · 2016Review
- The Contextualized Technology Adaptation Process (CTAP): Optimizing Health Information Technology to Improve Mental Health Systems.Administration and policy in mental health · 2016Article
- Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.The American journal of orthopsychiatry · 2016Review
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
The current study evaluated why and how school mental health clinicians use standardized assessment tools in their work with youth and families. Quantitative and qualitative (focus group) data were collected prior to and following a training and consultation sequence as part of a trial program to assess school clinician's (n = 15) experiences administering standardized tools to youth on their caseloads (n = 191). Findings indicated that, although assessment use was initially somewhat low, clinicians used measures to conduct initial assessments with the bulk of their caseloads (average = 62.2%) during the implementation period. Clinicians also reported on factors influencing their use of assessments at the client, provider, and system levels; perceived functions of assessment; student responses to assessment use; and use of additional sources of clinically-relevant information (primarily educational data) for the purposes of assessment and progress monitoring. Implications for the contextual appropriateness of standardized assessment and training in assessment tools are discussed.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.