Publications

Anderson A, Locke, J., Kretzmann M, Kasari C (in press). Predictors of fragmentation and connectivity: A social network analysis of classrooms containing children with ASD. Autism: International Journal of Research and Practice.

Azad G, Locke, J., Downey MM, Xie M, Mandell DS (in press). One-to-one assistant engagement in autism support classrooms. Teacher Education and Special Education.

Azad G, Locke, J., Kasari C, Mandell DS (in press). Race, disability, and grade: Social relationships in children with autism spectrum disorders. Autism: International Journal of Research and Practice.

Badaly, D. B., Duong, M. T., Ross, A. C., & Schwartz, D. (2015). A peer nomination assessment of electronic forms of aggression and victimization. Journal of Adolescence,44, 77-87. doi: 10.1016/j.adolescence.2015.07.012

Borntrager, C., & Lyon, A. R. (2015). Client progress monitoring and feedback in school-based mental health. Cognitive and Behavioral Practice.

Bruns, E.J., Duong, M., Lyon, A.R., Cheney, D., Cook, C., & McCauley, E. (2016). Fostering SMART partnerships to develop integrated behavioral health services in schools. American Journal of Orthopsychiatry.

Bruns, E.J., Kerns, S.E., Pullmann, M.D., Hensley, S., Lutterman, T., & Hoagwood, K.E. (2015). Research, Data, and Evidence-Based Treatment Use in State Behavioral Health Systems, 2001-2012. Psychiatric Services. Online first: doi: 10.1176/appi.ps.201500014.  

Bruns. E. J., Duong, M. T., Lyon, A. R., Pullman, M. D., Cook, C. R., Cheney, D., McCauley, E. (2016). Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools. American Journal of Orthopsychiatry, 86, 156-170. doi: 10.1037/ort0000083

Cheney, D. & Yong, M. (2014). RE-AIM Checklist for Integrating and Sustaining Tier Two Social-Behavioral Interventions. Intervention in School and Clinic.

Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., & Renshaw, T. L. (in press). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly.

Cook, C. R., Xie, S. R., Kincaid, R., Lyon, A. R., & Dart, E. (2015). Evaluation of the Courage and Confidence Mentor Program as a Tier 2 intervention for middle school students with identified internalizing problems. School Mental Health.

Cook, C.R., & Volpe, R. (2013). Progress monitoring behavior using brief, change-sensitive rating scales. In F.M. Gresham & H.M. Walkers Eds. Handbook of Evidence-Based Practices for Students Having Emotional and Behavioral Disorders.

Cook, C.R., Dart, E., Collins, T., Grady, E., & Vance, M. (2014).  Evaluation of the class pass intervention for students with hypothesized escape-motivated behavior. Psychology in the Schools.

Cook, C.R., Dart, E., Collins, T., Restori, A., Vance, M., & Fitts, P. (2013). Co-occurring reading and behavior problems: Transactional relationship or not? Implications for intervention. Behavioral Disorders, 54, 65-79.

Cook, C.R., Volpe, R., & Gresham, F.M. (2015). Technical Adequacy, Classification Accuracy and Social Validity of the Student Externalizing Behavior Screener. Assessment for Effective Intervention. 

Cutler, J., Lyon, A. R., Thompson, K., Vander Stoep, A., & McCauley, E. (2012). Disparities in children’s mental health service use: The impact of language spoken. Emotional and Behavioral Disorders in Youth, 12, 64-69.

Dart, E., Cook, C.R., Gresham, F.M., & Cheneir, J. (2012). Test Driving Interventions to Increase Treatment Integrity and Student Outcomes. School Psychology Review.

Duong, M. T., Badaly, D., Liu, F. F., Schwartz, D., & McCarty, C. A. (2016). Generational differences in academic achievement among immigrant youth: A meta-analytic review. Review of Educational Research, 86, 13-41. doi: 10.3102/0034654315577680

Duong, M. T., Cruz, R. A., King, K. M., Violette, H. D., & McCarty, C. A. (2016). Twelve-month outcomes a randomized trial of the Positive Thoughts and Action Program for depression among early adolescents. Prevention Science, 17, 295-305. doi: 10.1007/s11121-015-0615-2

Duong, M. T., Schwartz, D., & McCarty, C. A. (2014). Do peers contribute to the achievement gap between Vietnamese-American and Mexican-American adolescents?Social Development, 23, 196-214. doi: 1111/sode.12033

Duong, M. T., Kelly, B. M., Haaland, W. L., Matsumiya, B., Huey, S. J., & McCarty, C. A. (2016). Mediators and moderators of a school-based cognitive-behavioral depression prevention program. Cognitive Research and Therapy. doi: 10.1007/s10608-016-9780-2

Duong, M. T., Lyon, A. R., Ludwig, K., Wasse, J. K, & McCauley, E. M. (2016). Student perceptions of the acceptability and utility of standardized and idiographic assessment in school mental health. International Journal of Mental Health Promotion. doi: 10.1080/14623730.2015.1079429

Evans, M.E., Bruns, E.J., Armstrong, M.I., Hodges, S., & Hernandez, M. (2016). New Frontiers in Building Mental, Emotional and Behavioral Health in Children and Youth. American Journal of Orthopsychiatry.

Iizuka, C. A., Barrett, P. M., Gillies, R., Cook, C. R., & Miller, D. (2014). The FRIENDS emotional health program for minority groups at risk. Journal of School Health, 84(2), 124-132.

Iizuka, C., Cook, C.R., & Barrett, P. (in press). Evaluation of an online professional development training on school-based mental health for teachers in rural and remote areas. Australian Journal of Rural Health.  

Jones, J.M.  (2015). Culturally responsive interpersonal psychotherapy with children and adolescents. In H.T. Prout & A. Fedewa (Eds.) Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings, 5^th ed.  Hoboken, NJ: Wiley and sons.

Jones, J.M. (2014). Best practices in providing culturally responsive interventions. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology (6^th ed). Bethesda: National Association of School Psychologists.

Jones, J.M. (2016). Culturally-responsive collective impact teams: An interdisciplinary vision for the future. In E. Lopez, S. Nahari, and S. Proctor (Eds.). Handbook of Multicultural School Psychology: An interdisciplinary perspective, 2^nd Ed. Mahwah, NJ : Erlbaum.

Jones, J.M., Begay, K.K., Nakagawa, Y., Cevasco, M. & Sit, J. (2015) Multicultural counseling competence training: Adding value with multicultural consultation, Journal of Educational and Psychological Consultation, 25, 1-26. doi: 10.1080/10474412.2015.1012671. http://dx.doi.org/10.1080/10474412.2015.1012671.

Kang-Yi C, Locke, J., Marcus S, Hadley T, Mandell DS (2016). School-based behavioral health service use and expenditures for children with autism and children with other disorders. Psychiatric Services, 67, 101-106.

Kang-Yi C, Locke, J., Pellecchia M, Marcus S, Hadley T, Mandell DS (in press). Differences by age in in-school and out-of-school behavioral health service use among children with different psychiatric disorders. School Mental Health.

Kerns, S., Pullmann, M. D., Walker, S., Lyon, A., Bruns, E. J., & Cosgrove, T. J. (2011). Adolescent use of school-based health centers and high school dropout.Archives of Pediatrics and Adolescent Medicine, 165(7), 617-623.

Kratz HE, Locke, J., Piotrowski Z, Ouelette RR, Xie M, Stahmer AC, Mandell DS (2015). All together now: Measuring staff cohesion in special education classrooms.Journal of Psychoeducational Assessment, 33, 329-338.

Kuo, E.S., Vander Stoep, A., McCauley, E., Kernic, M. (2009) Cost-effectiveness of a universal emotional health screening program.  Journal of School Health, 79(6), 277-285.

Locke, J., Kang-Yi C, Pellecchia M, Marcus, S, Hadley T, & Mandell DS (in press). Ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Journal of School Health.

Locke, J., Kasari C, Wood J (2014). Assessing social skills in early elementary-aged children with autism spectrum disorders: The Social Skills Q-Sort. Journal of Psychoeducational Assessment. 32; 62-76.

Locke, J., Olsen A, Wideman R, Downey MM, Kretzmann M, Kasari C, Mandell DS (2015). A tangled web: The challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior Therapy, 46, 54-67.

Locke, J., Rotheram-Fuller E, Xie M, Harker C, Mandell DS (2014). Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention. Autism: International Journal of Research and Practice, 18, 370-375.

Locke, J., Shih W, Kretzmann, M, Kasari C (2016). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism, 20, 653-662.

Lyon, A. R., Borntrager, C., Nakamura, B., & Higa-McMillan, C. (2013). From distal to proximal: Routine educational data monitoring in school-based mental health. Advances in School Mental Health Promotion, 6, 263-279.

Lyon, A. R., Bruns, E. J., Weathers, E., Canavas, N., Ludwig, K., Vander Stoep, A., Cheney, D., & McCauley, E. (2014). Taking EBPs to school: Developing and testing a framework for applying common elements of evidence based practice to school mental health. Advances in School Mental Health Promotion, 7, 42-61.

Lyon, A. R., Bruns, E.J., Ludwig, K., et al. (2015). The Brief Intervention for School Clinicians (BRISC): A mixed-methods evaluation of feasibility, acceptability, and contextual appropriateness. School Mental Health. Online first: doi: 10.1007/s12310-015-9153-0.

Lyon, A. R., Bruns, E.J., Weathers, E., Canavas, N., Ludwig, K., & McCauley, E., (2014). Taking evidence-based practices to school: Using expert opinion to develop a brief, evidence-informed school-based mental health intervention. Advances in School Mental Health Promotion, 7, 42-61.

Lyon, A. R., Charlesworth-Attie, S, Vander Stoep, A., & McCauley, E. (2011). Modular psychotherapy for youth with internalizing problems: Implementation with therapists in school-based health centers. School Psychology Review, 40, 569-581.

Lyon, A. R., Knaster Wasse, J., Ludwig, K., Zachry, M., Bruns, E. B., Unützer, J., & McCauley, E. (2016). The Contextualized Technology Adaptation Process (CTAP): Optimizing health information technology to improve mental health systems. Administration and Policy in Mental Health and Mental Health Services Research, 43, 394-409. 

Lyon, A. R., Ludwig, K., Romano, E., Koltracht, J., Vander Stoep, A., & McCauley, E. (2014). Using modular psychotherapy in school mental health: Provider perspectives on intervention-setting fit. Journal of Clinical Child & Adolescent Psychology, 43, 890-901.

Lyon, A. R., Ludwig, K., Romano, E., Leonard, S., Vander Stoep, A., & McCauley, E. (2013). "If it's worth my time, I will make the time": School-based providers' decision-making about participating in an evidence-based psychotherapy consultation program. Administration and Policy in Mental Health and Mental Health Services Research, 40, 467-481.

Lyon, A. R., Ludwig, K., Vander Stoep, A., Gudmundsen, G., & McCauley, E. (2013). Patterns and predictors of mental healthcare utilization in schools and other service sectors among adolescents at risk for depression. School Mental Health, 5, 155-165.

Lyon, A. R., Maras, M., Pate, C., Igusa, T., & Vander Stoep, A. (2016). Modeling the impact of school-based universal depression screening on additional service capacity needs: A system dynamics approach. Administration and Policy in Mental Health and Mental Health Services Research, 43(2), 168-188

Lyon, A. R., Stirman, S. W., Kerns, S. E. U., & Bruns, E. J. (2011). Developing the mental health workforce: Review and application of training strategies from multiple disciplines. Administration and Policy in Mental Health and Mental Health Services Research, 38, 238-253.

Lyon, A. R., Whitaker, K., French, W. P., Richardson, L. P., Wasse, J. K., & McCauley, E. (in press). Collaborative care in schools: Enhancing integration and impact in youth mental health. Advances in School Mental Health Promotion. 

Owens, J., Lyon, A. R., Brandt, N. E., Maisa Warner, M., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation science in school mental health: Key constructs and a proposed research agenda. School Mental Health, 6, 99-111.

Pullmann, M. D., Bruns, E. J., Daly, B. P., & Sander, M. A. (2013). Improving the evaluation and impact of mental health and other supportive school-based programmes on students' academic outcomes. Advances in School Mental Health Promotion, 6(4), 226-230.

Pullmann, M. D., Daly, B. P., Sander, M. A., & Bruns, E. J. (2014). Improving the impact of school-based mental health and other supportive programs on students' academic outcomes: how do we get there from here?. Advances in School Mental Health Promotion, 7(1), 1-4.

Pullmann, M. D., Weathers, E. S., Hensley, S., & Bruns, E. J. (2013). Academic outcomes of an elementary school-based family support programme. Advances in School Mental Health Promotion, 6(4), 231-246.

Rhew, I., Simpson, K., Tracy, M., Vander Stoep, A., Lymp, J., McCauley, E., Tsuang, D. (2010). Validity of the Short Mood and Feelings Questionnaire and one- and two-item depression screens in young adolescents. Child and Adolescent Psychiatry and Mental Health 4:8

Schwartz, D., Kelly, B. M., Mali, L. V., & Duong, M. T. (2016). Community violence exposure predicts friendships with academically disengaged peers during middle adolescence. Journal of Youth and Adolescence. doi: 10.1007/s10964-016-0485-3

Walker, B., Clancy, M., Tsai, S.F, & Cheney, D. (2013). Bridging the research to practice gap: Empowering staff to implement meaningful program evaluation and improvement to better serve students with emotional or behavioral disorders. Beyond Behavior, 22(3), 3-14.

Walker, S. C., Kerns, S., Lyon, A. R., Bruns, E. J., & Cosgrove, T. (2010). Impact of school-based health center use on academic outcomes. Journal of Adolescent Health, 46, 251-257.

Wang, J. M., Duong, M. T., Schwartz, D., Chang, L., & Luo, T. (2014). Interpersonal and personal antecedents and consequences of peer victimization across middle childhood in Hong Kong. Journal of Youth and Adolescence, 43, 1934-1945. doi: 10.1007/s10964-013-0050-2

Yong, M. & Cheney, D. (2013). Essential Features of Tier Two Social-Behavioral Interventions. Psychology in the Schools, 50, 844-861.

Zigarelli, J., Jones, J.M., Palomino, C. and Kawamura, R (2016). Culturally-Responsive Cognitive Behavioral Therapy: Making the case for integrating cultural factors in evidence-based treatment. Clinical Case Studies. doi: 10.1177/1534650116664984.