Call for Papers: Mental Health Service Delivery Within a Multi-Tiered Problem-Solving Framework
Submission Deadline: March 15, 2014
Action Editors: Dr. Stephen P. Kilgus and Dr. Wendy M. Reinke
All manuscripts submitted to School Psychology Quarterly will be subject to the typical peer-review process.
Submit manuscripts through the Manuscript Submission Portal.
Visit the School Psychology Quarterly homepage for additional information about the journal and instructions to authors.
About the Special Section
The goal of the special section is to feature research regarding practices that will support mental health service delivery within a school-based multi-tiered framework.
Papers should concern the evaluation of a universal, targeted, or intensive intervention addressing mental health concerns, or an assessment tool intended for use in screening, progress monitoring, or problem identification. Featured intervention and assessment practices should be suitable for use within a service delivery model that prioritizes ecological theory, databased decision making, and problem solving logic.
To this end, it is suggested that each paper should include the following components:
- a conceptual model indicative of how the intervention/assessment of interest fits into a multi-tiered framework
- a demonstration of the problem solving steps as applied to the intervention/assessment
- a discussion of the feasibility (e.g., time, effort, resources) and limitations associated with implementation of the intervention/assessment
Federal and state legislation (e.g., Individuals with Disabilities Education Improvement Act, 2004), calls from professional organizations (National Association of School Psychologists, 2000), and emerging lines of scholarly work have resulted in increasing attention toward multi-tiered frameworks of service delivery (e.g., response to intervention [RtI] and positive behavior interventions and supports [PBIS]).
Research has yielded numerous strategies and tools that form the foundation of each service delivery tier, including universal intervention strategies, targeted and intensive interventions, and assessment methods suitable for use in screening, progress monitoring, or problem identification. Each intervention and assessment is supported by an evidence base within a prescribed role. Each also possesses characteristics that permit its application within a prevention-oriented multitiered service delivery model founded upon ecological theory, problem solving logic, and data-based decision making.
Decades of research have generated support for multi-tiered frameworks as comprehensive models of service delivery across two primary domains: academics and social behavior (Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008; VanDerHeyden, Witt, & Gilbertson, 2007). In contrast, research is notably lacking in the related but distinct area of mental health (McConaughy & Skiba, 1993; McIntosh, Ty, & Miller, 2013).
Although treatment of mental health problems has historically been considered beyond the school's purview and the domain of outside professionals (Chafouleas, Kilgus, & Wallach, 2010), repeated calls have been made for schools to participate in the prevention, early intervention, and early identification of mental health problems (National Research Council and Institute of Medicine, 2009; The White House, Office of the Press Secretary, 2013). Some have considered PBIS as a potential means through which to support these concerns (Lane, Wehby, Robertson, & Rogers, 2007).
Though research indicates PBIS is well suited to address social behavior concerns (e.g., externalizing problems, attentional difficulties), evidence is limited and equivocal with regard to its effect on mental health concerns, or those related to internalizing problems associated with disturbances in emotion and mood (e.g., depression, anxiety; McIntosh et al., 2013).
Research is therefore necessary to develop and evaluate practices that will allow for mental health needs to be addressed within a multi-tiered framework.
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