Linking Assessment to Intervention for Internalizing Problems of Children and Adolescents

Verity H. Levitt and Kenneth W. Merrell
University of Oregon

Abstract: With the documented link between student mental health and academic functioning, many schools recognize the need to proactively address students’ social and emotional concerns. This article proposes a school-based model of assessment and multitiered intervention to prevent and remediate internalizing problem behaviors for children and adolescents. Our review includes a combination of relevant research findings regarding assessment and intervention, as well as new suggestions for innovative practice and experimentation. Recommendations for novel practices to promote the development of progress monitoring and intervention effectiveness evaluation in the area of mental health and internalizing problems are also presented. Finally, the article discusses the practical implications of a three-tiered approach and potential barriers to implementing this approach for preventing internalizing problems.

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