Aaron R Lyons
Dados Biográficos
| ID | 5124816 |
|---|---|
| NOME | Aaron R Lyons |
| PRENOMES | Aaron R |
| SOBRENOME | Lyons |
| ASSINATURA | LYONS A R |
| AFILIAÇÕES | University of Washington |
| ORCID | 0000-0003-3657-5060 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Identifying implementation strategies to address barriers to universal mental health screening implementation
Implementation of universal mental health screening (UMHS) to systematically identify and respond to students' mental health strengths and needs is a core feature of multi-tiered systems of support (MTSS). Although MTSS is increasingly adopted, a multitude of barriers preclude schools or districts from adopting and implementing UMHS. School teams can strategically use implementation strategies to support UMHS implementation, however, guidance abo…
Study protocol of a randomized trial of STRIPES
Background Youth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a peer-delivered intervention (STRIPES) for general education 9th grade students with impairing ADHD symptoms. …
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Adapting strategies to promote implementation reach and equity (Aspire) in school mental health services
Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strate…
A Brief Online Implicit Bias Intervention for School Mental Health Clinicians
Clinician bias has been identified as a potential contributor to persistent healthcare disparities across many medical specialties and service settings. Few studies have examined strategies to reduce clinician bias, especially in mental healthcare, despite decades of research evidencing service and outcome disparities in adult and pediatric populations. This manuscript describes an intervention development study and a pilot feasibility trial of t…
Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings
Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the…
Collaboratively maximizing the impact of human-centered design in psychological and implementation science
Proctor et al.'s (2021) comment "Division 21 Has Been Devoted to Human-Centered Design Since the 1950s" on our article (Lyon et al., 2020) is a welcome addition and useful touchpoint surrounding the historical and current relationship between human-centered design and psychological science. "Siloing" in psychology inhibits the progress of the discipline. We offer a set of recommendations for reducing silos and increasing the integration of engine…
Implementation strategies for digital mental health interventions in health care settings
U.S. health care systems are tasked with alleviating the burden of mental health, but are frequently under-prepared and lack workforce and resource capacity to deliver services to all in need. Digital mental health interventions (DMHIs) can increase access to evidence-based mental health care. However, DMHIs commonly do not fit into the day-to-day activities of the people who engage with them, resulting in a research-to-practice gap for DMHI impl…
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
Implementation frameworks in child, youth and family services – Results from a scoping review
Implementation frameworks are designed to articulate the actions and behaviors considered necessary for successful implementation of interventions, programs or services. Such frameworks have been increasingly used in social services for children, youth and families (which include family and parenting support, out-of-home care (foster care) placements, child protection, family violence, juvenile justice and community services). The purposes of thi…
User‐centered design for psychosocial intervention development and implementation.
The current paper articulates how common difficulties encountered when attempting to implement or scale-up evidence-based treatments are exacerbated by fundamental design problems, which may be addressed by a set of principles and methods drawn from the contemporary field of user-centered design. User-centered design is an approach to product development that grounds the process in information collected about the individuals and settings where pr…
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Developmental Foundations and Clinical Applications of Social Information Processing
Social information processing has emerged as an important construct in understanding children's interpersonal functioning. This article reviews (a) the theoretical models guiding research, (b) the development of normative and atypical social problem solving, and (c) the connection between social information processing and individual differences in functioning. Finally, this review ends with a summary of efficacy of programs aimed at preventing so…
A Brief Online Implicit Bias Intervention for School Mental Health Clinicians
Clinician bias has been identified as a potential contributor to persistent healthcare disparities across many medical specialties and service settings. Few studies have examined strategies to reduce clinician bias, especially in mental healthcare, despite decades of research evidencing service and outcome disparities in adult and pediatric populations. This manuscript describes an intervention development study and a pilot feasibility trial of t…
Developmental Foundations and Clinical Applications of Social Information Processing
Social information processing has emerged as an important construct in understanding children's interpersonal functioning. This article reviews (a) the theoretical models guiding research, (b) the development of normative and atypical social problem solving, and (c) the connection between social information processing and individual differences in functioning. Finally, this review ends with a summary of efficacy of programs aimed at preventing so…
User‐centered design for psychosocial intervention development and implementation.
The current paper articulates how common difficulties encountered when attempting to implement or scale-up evidence-based treatments are exacerbated by fundamental design problems, which may be addressed by a set of principles and methods drawn from the contemporary field of user-centered design. User-centered design is an approach to product development that grounds the process in information collected about the individuals and settings where pr…
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Implementation frameworks in child, youth and family services – Results from a scoping review
Implementation frameworks are designed to articulate the actions and behaviors considered necessary for successful implementation of interventions, programs or services. Such frameworks have been increasingly used in social services for children, youth and families (which include family and parenting support, out-of-home care (foster care) placements, child protection, family violence, juvenile justice and community services). The purposes of thi…
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
Implementation strategies for digital mental health interventions in health care settings
U.S. health care systems are tasked with alleviating the burden of mental health, but are frequently under-prepared and lack workforce and resource capacity to deliver services to all in need. Digital mental health interventions (DMHIs) can increase access to evidence-based mental health care. However, DMHIs commonly do not fit into the day-to-day activities of the people who engage with them, resulting in a research-to-practice gap for DMHI impl…
Rates of Mental Health Service Utilization by Children and Adolescents in Schools and Other Common Service Settings
Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the…
Collaboratively maximizing the impact of human-centered design in psychological and implementation science
Proctor et al.'s (2021) comment "Division 21 Has Been Devoted to Human-Centered Design Since the 1950s" on our article (Lyon et al., 2020) is a welcome addition and useful touchpoint surrounding the historical and current relationship between human-centered design and psychological science. "Siloing" in psychology inhibits the progress of the discipline. We offer a set of recommendations for reducing silos and increasing the integration of engine…
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Adapting strategies to promote implementation reach and equity (Aspire) in school mental health services
Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strate…
A Brief Online Implicit Bias Intervention for School Mental Health Clinicians
Clinician bias has been identified as a potential contributor to persistent healthcare disparities across many medical specialties and service settings. Few studies have examined strategies to reduce clinician bias, especially in mental healthcare, despite decades of research evidencing service and outcome disparities in adult and pediatric populations. This manuscript describes an intervention development study and a pilot feasibility trial of t…
Study protocol of a randomized trial of STRIPES
Background Youth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a peer-delivered intervention (STRIPES) for general education 9th grade students with impairing ADHD symptoms. …
Identifying implementation strategies to address barriers to universal mental health screening implementation
Implementation of universal mental health screening (UMHS) to systematically identify and respond to students' mental health strengths and needs is a core feature of multi-tiered systems of support (MTSS). Although MTSS is increasingly adopted, a multitude of barriers preclude schools or districts from adopting and implementing UMHS. School teams can strategically use implementation strategies to support UMHS implementation, however, guidance abo…
Psychology (11 obras) · Medicine (8 obras) · Health Policy Implementation Science (7 obras) · Medical education (7 obras) · Computer Science (5 obras) · Mental health (5 obras) · Political science (5 obras) · Psychiatry (5 obras) · Psychological intervention (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras)