Joni W Splett
Biographic Data
| ID | 6088568 |
|---|---|
| NAME | Joni W Splett |
| GIVEN NAMES | Joni W |
| FAMILY NAME | Splett |
| SIGNATURE | SPLETT J W |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0001-8466-8187 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Investigating and Cross-Validating Alternative Factor Structures of the Basc-3 Bess TRA-C/A
Universal screening of students’ social, emotional, and behavioral needs requires psychometrically sound tools to support timely intervention. The BASC-3 BESS Teacher Form–Child/Adolescent is widely used for this purpose, yet independent evaluations of the form are limited and often do not test alternative factor structures beyond those stated in the manual. This study examined four factorial models using data from 5,150 K–5 students rated by 278…
Embedding equity into school mental health theory
In this article, we present an introduction to the second part of a two‐part special series focused on embedding equity into school mental health. In the previous part, we focused on measurement and practice, and in this second part, we focus on theory
Embedding equity into school mental health theory, research, and practice
In this article, we present an introduction and overview for a two‐part special issue series focused on embedding equity into school mental health through theory, research, and practice. The papers in Part 1 of the special issue series cover critical topics for advancing equitable school mental health, including the centering of community and youth perspectives; a focus on reducing disproportionality in discipline practices; and details on equity…
A randomized controlled trial on the interconnected systems framework for school mental health and PBIS
Using readiness to understand implementation challenges in school mental health research
Schools and research partners are increasingly implementing complex, multicomponent interventions and school‐wide frameworks to better meet students' social, emotional, behavioral, and academic needs; however, in the research and real‐world contexts, implementation is often fraught with many challenges and barriers to success. This study explores implementation barriers encountered during a randomized controlled trial testing effects of one compl…
A mixed‐method analysis of the implementation process of universal screening in a tiered mental health system
Schools are encouraged to take a proactive approach to mental health through the use of a tiered system of supports facilitated by universal mental health screening. However, schools may experience difficulty implementing universal screening and large‐scale systems change. The purpose of this study was to explore multilevel implementation determinants, identify strategies that aided implementation, and examine how implementation determinants and …
Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning
School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices
School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices
Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning
A mixed‐method analysis of the implementation process of universal screening in a tiered mental health system
Schools are encouraged to take a proactive approach to mental health through the use of a tiered system of supports facilitated by universal mental health screening. However, schools may experience difficulty implementing universal screening and large‐scale systems change. The purpose of this study was to explore multilevel implementation determinants, identify strategies that aided implementation, and examine how implementation determinants and …
Embedding equity into school mental health theory
In this article, we present an introduction to the second part of a two‐part special series focused on embedding equity into school mental health. In the previous part, we focused on measurement and practice, and in this second part, we focus on theory
Embedding equity into school mental health theory, research, and practice
In this article, we present an introduction and overview for a two‐part special issue series focused on embedding equity into school mental health through theory, research, and practice. The papers in Part 1 of the special issue series cover critical topics for advancing equitable school mental health, including the centering of community and youth perspectives; a focus on reducing disproportionality in discipline practices; and details on equity…
A randomized controlled trial on the interconnected systems framework for school mental health and PBIS
Using readiness to understand implementation challenges in school mental health research
Schools and research partners are increasingly implementing complex, multicomponent interventions and school‐wide frameworks to better meet students' social, emotional, behavioral, and academic needs; however, in the research and real‐world contexts, implementation is often fraught with many challenges and barriers to success. This study explores implementation barriers encountered during a randomized controlled trial testing effects of one compl…
Investigating and Cross-Validating Alternative Factor Structures of the Basc-3 Bess TRA-C/A
Universal screening of students’ social, emotional, and behavioral needs requires psychometrically sound tools to support timely intervention. The BASC-3 BESS Teacher Form–Child/Adolescent is widely used for this purpose, yet independent evaluations of the form are limited and often do not test alternative factor structures beyond those stated in the manual. This study examined four factorial models using data from 5,150 K–5 students rated by 278…
Child and Adolescent Psychosocial and Emotional Development (7 works) · Psychology (7 works) · Medicine (5 works) · Mental health (5 works) · Behavioral and Psychological Studies (4 works) · Community Health and Development (4 works) · Medical education (4 works) · Psychiatry (4 works) · Psychological intervention (4 works) · Sociology (4 works)