Aaron Lyon, Ph.D., is SMART Center Co-Director, Associate Professor in the UW Department of Psychiatry and Behavioral Sciences, and a licensed clinical child psychologist. He also directs the Methods Core of the UW ALACRITY Center (https://www.uwalacrity.org/) and is Associate Editor for the journal Implementation Research and Practice (https://journals.sagepub.com/home/IRP). Dr. Lyon’s research focuses on increasing the accessibility, efficiency, and effectiveness of community- and school-based interventions for children, adolescents, and families. He is particularly interested in (1) the identification and implementation of low-cost, high-yield practices – such as the use of measurement-based care – to reduce the gap between typical and optimal practice in schools; (2) development of individual- and organization-level implementation strategies to promote adoption and sustainment of evidence-based psychosocial interventions within a multi-tier systems of support (MTSS) framework; and (3) human-centered design (and redesign) of psychosocial and digital technologies to improve their implementability, accessibility, and effectiveness. Dr. Lyon is Principal Investigator on multiple active grants from the National Institute of Mental Health, the Institute of Education Sciences, as well as additional sponsors.
This planning grant is designed to develop a school-specific adaptation of the Collaborative Care model and associated training materials in order to: (1) Enhance capacity to provide SBMH services by increasing the number of healthcare providers (including primary care providers and indigenous school-based personnel) who can participate in the delivery of mental health services to youth experiencing mood and anxiety problems; (2) Improve SBMH accessibility by reducing stigma via the utilization of primary care providers and indigenous school personnel as points of entry for services; and (3) Increase the extent to which SBMH services reflect high quality evidence-based practices.
This project will use machine learning algorithms to evaluate the extent to which high school students' social media posts provide the information needed to accurately predict and manage suicide risk in real time.
The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to evidence-based practice (EBP) implementation – Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – designed to improve school-based mental health providers’ implementation of EBP. The BASIS-T project will develop a teacher-focused pre-implementation motivation enhancement intervention that will be tested in the context of universal social, emotional, and behavioral program implementation.
This project is designed to deliver and evaluate an early warning system and Tier 2 intervention (Student Engagement and Empowerment) to improve student attendance, behavior, and achievement. In doing so, this project investigates the effects of building capacity within schools to make data-driven decisions surrounding the selection and delivery of evidence-based, brief, relatively low-cost interventions proven to improve students’ mindsets and school belonging, two constructs linked to increased school engagement and safety.
BOLT is focused on designing and texting an online training platform and post-training consultation procedures to support measurement-based care / routine outcome monitoring among school-based mental health providers. Both the platform and the training will be iteratively developed using best practices from the field of user-centered design.
The HELM project will adapt and test an existing leadership-focused implementation strategy (Leadership and Organizational Change for Implementation; https://link.springer.com/article/10.1186/s13012-014-0192-y) for use with elementary school principals in buildings where universal social, emotional, and behavioral program are being implemented. For more information about this project, click here.
This project aims to assess the unique and combined influences of community-based health organization and school contexts on school-based mental health practitioners’ use of evidence-based practices.
(non-research) The SMART Center Postdoctoral Research Training Program in School Mental Health is funded by the U.S. Department of Education’s Institute for Education Sciences (IES).The fellowship’s areas of focus align with those of the SMART Center and include research-based school behavioral health strategies and policies, implementation science, educational equity, clinical research methodology, and understanding and reducing ethnic and racial disparities.
The main purpose of this Goal 5 Measurement Development and Refinement Project is to develop a suite of valid, practical, and usable measures to assess characteristics of the organizational implementation context in authentic educational settings in order to support the adoption and sustainment of evidence-based practices that improve student outcomes.
Designing the future of children’s mental health services.(2020)Administration and Policy in Mental Health and Mental Health Services Research
Implementation determinants and outcomes of a technology-enabled service targeting suicide risk in high schools: mixed methods study(2020)Journal of Medical Internet Research - Mental Health7(7):16338.
Rates of mental health service utilization by children and adolescents in schools and other common service settings: a systematic review and meta analysis(2020)Administration and Policy in Mental Health and Mental Health Services Research
The role of the outer setting in implementation: associations between state demographic, fiscal, and policy factors and use of evidence-based treatments in mental healthcare.(2019)Implementation Science14(96):1-13.
The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.(2019)Implementation Science14(54):1-16.
User-centered redesign of evidence-based psychosocial interventions to enhance implementation – Hospitable soil or better seeds?(2019)JAMA Psychiatry76(1):3-4.
From evidence to impact: Joining our best school mental health practices with our best implementation strategies(2019)School Mental Health11:106-114.
Impact of Electronic Health Record on quality and fidelity of children’s behavioral health services: Results of a randomized study.(2018)Journal of Medical Internet Research20(6):e10197.
Pilot test of an engagement, triage, and brief intervention strategy for school mental health(2018)School Mental Health
Understanding the organizational implementation context of schools: A qualitative study of school district administrators, principals, and teachers(2018)School Mental Health11(3):379-399.
Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship(2018)Implementation Science13:5.
How do school mental health services vary across contexts and provider types? Lessons learned from two efforts to implement a research-based strategy(2018)School Mental Health10(1):134-146.
Predictors of disparities in access and retention in school-based mental health services(2018)School Mental Health10(1):1-11.
The impact of Inter-Organizational Alignment (IOA) on implementation outcomes: Evaluating unique and shared organizational influences in education sector mental health(2018)Implementation Science13(1):13-24.
Fostering SMART partnerships to develop integrated behavioral health services in schools(2016)American Journal of Orthopsychiatry86(2):156-170.
Student perceptions of the acceptability and utility of standardized and idiographic assessment in school mental health(2016)International Journal of Mental Health Promotion
The Contextualized Technology Adaptation Process (CTAP): Optimizing health information technology to improve mental health systems(2016)Administration and Policy in Mental Health and Mental Health Services Research42:394-409.
Modeling the impact of school-based universal depression screening on additional service capacity needs: A system dynamics approach(2016)Administration and Policy in Mental Health and Mental Health Services Research43(2):168-188.
Collaborative care in schools: Enhancing integration and impact in youth mental health.(2016)Advances in School Mental Health Promotion9(3-4):148-168.
A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools(2016)Implementation Science11:135.
User-centered design for psychosocial intervention development and implementation(2016)Clinical Psychology: Science & Practice23(2):180-200.
Health Information Technologies – Academic and Commercial Evaluation (HIT-ACE) methodology: Description and application to clinical feedback systems(2016)Implementation Science11(1):128.
Capabilities and characteristics of digital measurement feedback systems: Results from a comprehensive review(2016)Administration and Policy in Mental Health and Mental Health Services Research43(3):441-466.
Client progress monitoring and feedback in school-based mental health(2015)Cognitive and Behavioral Practice
An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health(2015)School Psychology Quarterly30(2):166-183.
Evaluation of the Courage and Confidence Mentor Program as a Tier 2 intervention for middle school students with identified internalizing problems(2015)School Mental Health
The Brief Intervention for School Clinicians (BRISC): A mixed-methods evaluation of feasibility, acceptability, and contextual appropriateness(2015)School Mental Health
Taking EBPs to school: Developing and testing a framework for applying common elements of evidence based practice to school mental health(2014)Advances in School Mental Health Promotion7:42-61.
Taking evidence-based practices to school: Using expert opinion to develop a brief, evidence-informed school-based mental health intervention(2014)Advances in School Mental Health Promotion7:42-61.
Using modular psychotherapy in school mental health: Provider perspectives on intervention-setting fit(2014)Journal of Clinical Child & Adolescent Psychology43:890-901.
Implementation science in school mental health: Key constructs and a proposed research agenda(2014)School Mental Health6:99-111.
From distal to proximal: Routine educational data monitoring in school-based mental health(2013)Advances in School Mental Health Promotion6:263-279.
“If it’s worth my time, I will make the time”: School-based providers’ decision-making about participating in an evidence-based psychotherapy consultation program(2013)Administration and Policy in Mental Health and Mental Health Services Research40:467-481.
Patterns and predictors of mental healthcare utilization in schools and other service sectors among adolescents at risk for depression(2013)School Mental Health5:155-165.
Importance and feasibility of an adapted set of strategies for implementing evidence-based mental health practices in schools(In Press)Journal of School Psychology