Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

2016 ◽  
Vol 25 (2) ◽  
pp. 82-95 ◽  
Author(s):  
Vittoria Anello ◽  
Mark Weist ◽  
Lucille Eber ◽  
Susan Barrett ◽  
Joanne Cashman ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Mental Health ◽  
Relevant Literature ◽  
The United States ◽  
Practice Research ◽  
Mental Health Systems ◽  
Missed Opportunities ◽  
Positive Behavioral Interventions

Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in a number of missed opportunities for interconnecting programs and services and increasing their depth and quality within multi-tiered frameworks of prevention, support, and intervention. The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.

The Growth of Effective Mental Health Services in Schools in the United States

Education ◽  
2019 ◽  
Author(s):  
Mark Weist ◽  
David Riddle ◽  
Ashley Quell ◽  
Cameron Massey ◽  
Crystal McWhirter
Keyword(s):  
Mental Health ◽  
Behavioral Interventions ◽  
School Mental Health ◽  
The United States ◽  
Tier 2 ◽  
Mental Health Systems ◽  
Positive Behavioral Interventions ◽  
School Based Health Centers ◽  
Tier 3 ◽  
Systems Framework

This chapter provides a review of the movement toward more comprehensive mental health systems in schools through mental health-education system partnerships. We review factors contributing to the growth of this field including experiences in school nursing, school-based health centers, regulations regarding special education, and progressively expanding federal support. We then discuss integration of these expanded school mental health (SMH) programs with multitiered systems of support (MTSS) in schools, such as Positive Behavioral Interventions and Supports (PBIS). Specifically, the Interconnected Systems Framework (ISF) for SMH and PBIS represents a platform for effective programs and services at Tier 1, involving promotion/prevention; Tier 2, involving early intervention; and Tier 3, more intensive intervention. Key strategies associated with the ISF and effective practices at each of these tiers are reviewed, including emphases on effective team and culturally responsive and evidence-based practices. The chapter concludes with a review of future directions for SMH.

scholarly journals Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

2018 ◽  
Vol 44 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Joseph Calvin Gagnon ◽  
Brian R. Barber ◽  
Ilker Soyturk
Keyword(s):  
Public Schools ◽  
Juvenile Justice ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Administrators ◽  
The United States ◽  
Response Monitoring ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Crisis Prevention

Despite the prevalence of Positive Behavioral Interventions and Supports (PBIS) for addressing student behavior in public schools, little information exists on the extent and consistency of implementation efforts in secure juvenile justice (JJ) schools. Reports of fidelity to core PBIS processes and components are needed to determine the ubiquity of comprehensive efforts and link implementation to outcomes. All 301 JJ schools in the United States were sent a survey and we report on responses from 143 (47.5%) principals. The survey focused on (a) use of multitiered systems of behavior supports; (b) organizational leadership and training; (c) expectations and consequences; (d) behavior response, monitoring, and oversight; and (e) crisis prevention and management. Approximately 84% of respondents identified alignment with a multitiered framework for behavioral supports. However, fewer supports were available to youth with more serious behavioral needs (i.e., at Tiers 2 and 3). Additional results, implications, and recommendations are provided.

Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems

2018 ◽  
Vol 20 (3) ◽  
pp. 172-184 ◽  
Author(s):  
Mark D. Weist ◽  
Lucille Eber ◽  
Robert Horner ◽  
Joni Splett ◽  
Robert Putnam ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Internalizing Problems ◽  
Behavioral Interventions ◽  
School Mental Health ◽  
Practice Research ◽  
Evidence Based Practices ◽  
Effective Teams ◽  
Positive Behavioral Interventions ◽  
Recommendations For Practice ◽  
Systems Framework

A recently defined interconnected systems framework (ISF) provides explicit guidance on steps to align positive behavioral interventions and supports (PBIS) and expanded school mental health (SMH) within the multitiered system of support (MTSS). As PBIS and SMH strategies align, there are opportunities to expand and improve effective programs and services for students at all tiers of the MTSS. A prominent need is to improve programs and services for students presenting “internalizing” disorders such as those related to trauma, depression, and anxiety. In this article, we discuss relevant issues involved in improving multitiered systems/interventions for students presenting internalizing problems and provide guidance for this work in dimensions of cross-system collaboration (with major emphasis on effective teams), implementing evidence-based practices, and data-based decision making/quality improvement. The article concludes with recommendations for practice, research, and policy to improve MTSS for students presenting internalizing problems.

Identifying Discrete Subgroups of Chronically Homeless Frequent Utilizers of Jail and Public Mental Health Services

2016 ◽  
Vol 44 (4) ◽  
pp. 511-530 ◽  
Author(s):  
Courtney S. Harding ◽  
Caterina G. Roman
Keyword(s):  
Mental Health ◽  
Unmet Need ◽  
Public Mental Health ◽  
The United States ◽  
Public Institutions ◽  
Homeless Shelters ◽  
Mental Health Systems ◽  
Discrete Subgroups ◽  
Public Mental Health Services ◽  
Current Mood

A sizable group of individuals in the United States cycle in and out of jails, prisons, mental health hospitals, homeless shelters, and other expensive public institutions over time. This little-studied population represents significant unmet need and the inadequacy of services for complex consumers. The current study examined a sample ( N = 161) of chronically homeless frequent utilizers of jail and mental health systems in Chicago, Illinois. Cluster analysis was used to differentiate the sample into four reliable subgroups based on measures for prior homelessness, jail incarcerations, mental health hospitalizations, poor current mood, and limitations due to physical health. Logistic regression revealed that clusters differed significantly on reincarceration at 6 months postrelease. Implications for programming and policy for each cluster are discussed, including suggestions for targeting services to distinguishing characteristics for each subgroup. These findings argue for the importance of coordinating efforts across services systems to better identify and serve shared clients.

School mental health content in state in-service K-12 teaching standards in the United States

2016 ◽  
Vol 60 ◽  
pp. 312-320 ◽  
Author(s):  
Annahita Ball ◽  
Aidyn L. Iachini ◽  
Jill Haak Bohnenkamp ◽  
Nicole M. Togno ◽  
Elizabeth Levine Brown ◽  
...  
Keyword(s):  
Mental Health ◽  
United States ◽  
School Mental Health ◽  
The United States ◽  
Teaching Standards ◽  
K 12 ◽  
Health Content

Privatization and school mental health

2020 ◽  
Vol 19 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Mark Weist ◽  
Kathleen Blackburn Franke ◽  
Rob Lucio ◽  
Jefferson Bass ◽  
Terry Doan ◽  
...  
Keyword(s):  
Mental Health ◽  
South Carolina ◽  
Health Systems ◽  
School Mental Health ◽  
Public Mental Health ◽  
Mental Health Systems ◽  
Public And Private ◽  
Content Type ◽  
The Usa ◽  
General Funding

Purpose The purpose of this paper is to describe the relationship between privatization and school mental health (SMH) in the USA, as well as to present a case study of the SMH system in South Carolina. Design/methodology/approach The authors reviewed data regarding states’ mental health systems (e.g. public, private and hybrid of public and private), mental health budgets and percentages of schools with mental health clinicians. Findings The results demonstrate that the majority of states have public mental health systems. There is variability between states regarding general funding, as well as funding for SMH. Further, there was variability in the percentage of schools with SMH clinicians, with South Carolina reporting the greatest percentage. South Carolina’s mental health system, which is a public–private hybrid is reviewed, along with relevant history on the development of SMH programs in the state. Originality/value This paper contributes to the general knowledge by describing the provision and funding sources for SMH services within the USA. It yields important implications for integrating public mental health services within schools.

Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities

2020 ◽  
Vol 41 (2) ◽  
pp. 80-87 ◽  
Author(s):  
Skip Kumm ◽  
Sarup R. Mathur ◽  
Michelle Cassavaugh ◽  
Erin Butts
Keyword(s):  
Mental Health ◽  
Juvenile Justice ◽  
Behavioral Interventions ◽  
Health Needs ◽  
Mental Health Needs ◽  
Mental Health Agencies ◽  
Positive Behavioral Interventions ◽  
Trauma Informed Care ◽  
Health Agencies ◽  
Trauma Informed

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding mental health and trauma-informed care into tiered facility-wide positive behavioral interventions and supports (FW-PBIS) is an emerging practice to meet a multitude of youth mental health symptoms. In this article, we provide examples of how mental health and trauma-informed care can be interwoven into an FW-PBIS framework by using a data-based decision-making process to guide the implementation of tiered evidence-based interventions, and we offer implications for practice and research.

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