Objectives The purpose of this study was to examine longer-term outcomes of a school-based randomized controlled trial comparing a telehealth-delivered adolescent depression prevention program, Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), to services as usual …

Teacher-delivered Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral classroom interventions are effective in improving student academic and behavioral functioning, but often not delivered as recommended. Implementation strategies, especially strategies that are both…

ObjectiveThe goal of this study was to evaluate the implementation of a school-based, telehealth-delivered depression prevention program (interpersonal psychotherapy-adolescent skills training).MethodsAdolescents in ninth or 10th grade (N=14), school counselors and other student…

Public schools are a key setting for the delivery of evidence-based prevention (Tier I) and early intervention (Tier II) programming to support student mental health. However, there are substantial implementation challenges in this setting. Using the Exploration Preparation…

K-12 schools are well positioned to address rising mental health challenges among youth, and school and district staff (i.e., "educators") have important perspectives about youth mental health. There is a need for research to identify educators' specific areas of concern about youth…

Behavioral health has a profound impact on the well-being of youth and families. Early identification and timely, effective prevention and treatment of behavioral health concerns help children become their healthiest selves. Yet, families face challenges in connecting to the right care…

Objective: To examine short-term (i.e., postintervention) outcomes from a randomized controlled trial comparing a school-based telehealth-delivered depression prevention program, Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), to services as usual (SAU). We…

Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as…

Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing…

Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children’s Organizational Skills Scale parent and teacher forms (COSS-P,…