Introduction to measurement-based care for more personalized, collaborative, and effective school mental health interventions
Student mental health early intervention (Tier 2) and treatment (Tier 3) services and supports are a vital component of any comprehensive school mental health system, but how student centered, evidence-based and effective are they? In this session, Dr. Connors provides guidance on how your school or district team can integrate measurement-based care (MBC) in your Tier 2 and 3 services to improve service quality, track outcomes, and sustain these crucial services for students with emerging or existing mental health needs. MBC is the ongoing use of student-, parent- and teacher-reported progress measures to inform personalized, collaborative, effective interventions. This session provided information on what MBC is, why it is useful for schools, how to locate free and low-cost progress measures, and best practices in training and implementation support for school professionals. Relevant, free resources were hand selected and shared from the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.
- Increase understanding of measurement-based care and its value for improving and sustaining high quality school mental health Tier 2 and 3 services.
- Increase familiarity with free or low-cost progress measure options and best practices in training and implementation support for school professionals.
- Promote cross-state networking and shared learning about best practices, successes and challenges of tracking and reporting on the impact of Tier 2 and 3 services.
Elizabeth Connors, PhD
Elizabeth Connors is an Assistant Professor at Yale University, Division of Prevention and Community Research and at the Child Study Center. She is also a faculty member with the University of Maryland National Center for School Mental Health, where she is the Director of Quality Improvement and a developer of The SHAPE System. Dr. Connors received her Ph.D. in Clinical Child and Community Psychology and her work focuses on improving access to high-quality mental health promotion, prevention and intervention services and supports for underserved children, adolescents, young adults and their families in critical access points such as schools and community settings.