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Direct linkAbshier, Dama W.; Scherder, Erin; Davis, Taylor; Perales, Kelly; Splett, Joni; Weist, Mark D. – Center on Positive Behavioral Interventions and Supports, 2023
Coaches and district leaders can use this brief to support their efforts of aligning and integrating School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS). The experiences of two districts are described to provide context in the application of the Interconnected Systems Framework (ISF).
Descriptors: Coaching (Performance), Leadership, Alignment (Education), Mental Health
Peer reviewedHart, Mackenzie J.; McQuillin, Samuel D.; Iachini, Aidyn; Weist, Mark D.; Hills, Kimberly J.; Cooper, Daniel K. – School Mental Health, 2023
The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding…
Descriptors: School Health Services, Mental Health, Access to Health Care, Paraprofessional Personnel
Kern, Lee; Weist, Mark D.; Mathur, Sarup R.; Barber, Brian R. – Behavioral Disorders, 2022
In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also…
Descriptors: Mental Health, School Health Services, COVID-19, Pandemics
Download full textKern, Lee; Evans, Steven W.; Lewis, Timothy J.; State, Talida M.; Mehta, Paras D.; Weist, Mark D.; Wills, Howard P.; Gage, Nicholas A. – Journal of Emotional and Behavioral Disorders, 2021
Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647…
Descriptors: Emotional Disturbances, Behavior Problems, Evidence Based Practice, Intervention
