ArticleCognitive and behavioral practice2015
Monitoring Client Progress and Feedback in School-Based Mental Health.
Article in Cognitive and behavioral practice, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers, 1 of them a synthesis that pooled it.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
25 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Client feedback in psychological therapy for children and adolescents with mental health problems.The Cochrane database of systematic reviews · 2018Pooled it
- Dose-Response Effects of MittEcho, a Measurement Feedback System, in an Indicated Mental Health Intervention for Children in Municipal and School Services in Norway.Administration and policy in mental health · 2025Trial
- Effectiveness of a Brief Engagement, Problem-Solving, and Triage Strategy for High School Students: Results of a Randomized Study.Prevention science : the official journal of the Society for Prevention Research · 2023Trial
- Trajectories of Symptom Change in School-Based Prevention Programs for Adolescent Girls with Subclinical Depression.Journal of youth and adolescence · 2022Trial
- A Qualitative Review of Community Health Workers' Training, Supervision, and Service Delivery Needs.Administration and policy in mental health · 2025Article
- Attitudes towards teachers supporting student mental health in rural contexts: a pilot study examining community perspectives.Frontiers in psychiatry · 2025Article
- Implementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA.Implementation science communications · 2022Article
- Implementation facilitation strategies to promote routine progress monitoring among community therapists.Psychological services · 2022Article
- MFA and ASA-MF: A Psychometric Analysis of Attitudes Towards Measurement-Based Care.Administration and policy in mental health · 2022Article
- Exploration, Preparation, and Implementation of Standardized Assessment in a Multi-agency School Behavioral Health Network.Administration and policy in mental health · 2021Article
- 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
- What Gets Measured Gets Done: How Mental Health Agencies can Leverage Measurement-Based Care for Better Patient Care, Clinician Supports, and Organizational Goals.Administration and policy in mental health · 2021Article
- Associations between cultural identity and attitudes toward routine progress monitoring in a sample of ethnically diverse community therapists.Psychological services · 2020Article
- Implementing Measurement-Based Care in Behavioral Health: A Review.JAMA psychiatry · 2019Review
- 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
- Monitoring Treatment Progress and Providing Feedback is Viewed Favorably but Rarely Used in Practice.Administration and policy in mental health · 2018Article
- Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda.Clinical child and family psychology review · 2016Review
- Development and Piloting of a Classroom-Focused Measurement Feedback System.Administration and policy in mental health · 2016Article
- The Contextualized Technology Adaptation Process (CTAP): Optimizing Health Information Technology to Improve Mental Health Systems.Administration and policy in mental health · 2016Article
- Annual Research Review: Building a science of personalized intervention for youth mental health.Journal of child psychology and psychiatry, and allied disciplines · 2016Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Research in children's mental health has suggested that emotional and behavioral problems in are inextricably tied to academic difficulties. However, evidence-based programs implemented in school-based mental health tend to focus primarily on treatment practices, with less explicit emphasis on components of evidence-based assessment (EBA), such as progress monitoring and feedback. The current paper describes two studies that incorporated standardized assessment and progress monitoring/feedback into school-based mental health programs. Barriers to implementation are identified, recommendations for clinicians implementing EBA in the school setting are provided, and examples of mental health and academic indicators are discussed.
Identifiers
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.