Literature DB >> 17211715

Why some clinicians use outcome measures and others do not.

Derek R Hatfield1, Benjamin M Ogles.   

Abstract

Due to their potential as helpful clinical tools, it is necessary to understand the reasons why certain practitioners are currently using outcome measures and certain others are not. This study investigated the reasons why clinicians use outcome measures based upon factors such as work setting, theoretical orientation and source of payment. Similar analyses were conducted for reasons that clinicians do not use outcome measures. Findings suggest that several practical barriers are the primary reasons for not using outcome measures, although a subset of clinicians have additional concerns. Results also emphasized the need for clinicians to be trained on how to maximize the clinical benefits of formalized outcome assessment.

Mesh:

Year:  2007        PMID: 17211715     DOI: 10.1007/s10488-006-0110-y

Source DB:  PubMed          Journal:  Adm Policy Ment Health        ISSN: 0894-587X


  31 in total

1.  Understanding clinicians' diagnostic practices: attitudes toward the utility of diagnosis and standardized diagnostic tools.

Authors:  Amanda Jensen-Doss; Kristin M Hawley
Journal:  Adm Policy Ment Health       Date:  2011-11

2.  Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation.

Authors:  Aaron R Lyon; Kristy Ludwig; Jessica Knaster Wasse; Alex Bergstrom; Ethan Hendrix; Elizabeth McCauley
Journal:  Adm Policy Ment Health       Date:  2016-01

3.  Monitoring Treatment Progress and Providing Feedback is Viewed Favorably but Rarely Used in Practice.

Authors:  Amanda Jensen-Doss; Emily M Becker Haimes; Ashley M Smith; Aaron R Lyon; Cara C Lewis; Cameo F Stanick; Kristin M Hawley
Journal:  Adm Policy Ment Health       Date:  2018-01

4.  Benchmarking Treatment Response in Tourette's Disorder: A Psychometric Evaluation and Signal Detection Analysis of the Parent Tic Questionnaire.

Authors:  Emily J Ricketts; Joseph F McGuire; Susanna Chang; Deepika Bose; Madeline M Rasch; Douglas W Woods; Matthew W Specht; John T Walkup; Lawrence Scahill; Sabine Wilhelm; Alan L Peterson; John Piacentini
Journal:  Behav Ther       Date:  2017-05-25

5.  Free, brief, and validated: Standardized instruments for low-resource mental health settings.

Authors:  Rinad S Beidas; Rebecca E Stewart; Lucia Walsh; Steven Lucas; Margaret Mary Downey; Kamilah Jackson; Tara Fernandez; David S Mandell
Journal:  Cogn Behav Pract       Date:  2015-02-01

Review 6.  Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda.

Authors:  Prerna G Arora; Elizabeth H Connors; Melissa W George; Aaron R Lyon; Courtney B Wolk; Mark D Weist
Journal:  Clin Child Fam Psychol Rev       Date:  2016-12

7.  Understanding barriers to evidence-based assessment: clinician attitudes toward standardized assessment tools.

Authors:  Amanda Jensen-Doss; Kristin M Hawley
Journal:  J Clin Child Adolesc Psychol       Date:  2010

8.  An Initial Study of Practicing Psychologists' Views of the Utility of Ecological Momentary Assessment for Difficult Psychotherapy Cases.

Authors:  William D Ellison
Journal:  Adm Policy Ment Health       Date:  2020-10-12

9.  Reliability, Validity, and Factor Structure of the Current Assessment Practice Evaluation-Revised (CAPER) in a National Sample.

Authors:  Aaron R Lyon; Michael D Pullmann; Shannon Dorsey; Prerna Martin; Alexandra A Grigore; Emily M Becker; Amanda Jensen-Doss
Journal:  J Behav Health Serv Res       Date:  2019-01       Impact factor: 1.505

10.  Benefits of and barriers to using patient-rated outcome measures in athletic training.

Authors:  Alison R Snyder Valier; Amy L Jennings; John T Parsons; Luzita I Vela
Journal:  J Athl Train       Date:  2014-08-06       Impact factor: 2.860

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