Opportunities and Solutions to Implement Measurement-Based Care for more Personalized, Collaborative, and Effective School Mental Health Interventions

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Session Overview

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? View this session to hear about how your school or district team can implement measurement-based care (MBC) in your Tier 2 and 3 services to improve service quality, track outcomes, and sustain 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 will provide practical strategies to implement MBC in schools by sharing information on: (1) free, validated assessment measures; (2) tips on how to promote student and parent participation; (3) criteria for evaluating data system options; and (4) approaches to design effective training and ongoing support for your school mental health professionals. 


This session is the second part of a two-part series.  Part 1 -- Introduction to measurement-based care for more personalized, collaborative, and effective school mental health interventions -- was held on November 4, 2021.  In Part 1, basic information was provided on measurement-based care including an overview of what it is, why it is useful for schools, and how to locate free and low-cost progress measures.  Access the slides and recording for Part 1 can be found here


Learning Objectives:

  1. Increase understanding of measurement-based care implementation to improve and sustain high quality school mental health Tier 2 and 3 services.
  2. Increase familiarity with free or low-cost progress measure options and best practices in training and implementation support for school professionals.
  3. 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.

March 10, 2022
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