Development and Piloting of a Classroom-Focused Measurement Feedback System

Erum Nadeem, Elise Cappella, Sibyl Holland, Candace Coccaro, Gerard Crisonino

Research output: Contribution to journalArticlepeer-review


The present study used a community partnered research method to develop and pilot a classroom-focused measurement feedback system (MFS) for school mental health providers to support teachers’ use of effective universal and target classroom practices related to student emotional and behavioral issues. School personnel from seven urban elementary and middle school classrooms participated. Phase I involved development and refinement of the system through a baseline needs assessment and rapid-cycle feedback. Phase II involved detailed case study analysis of pre-to-post quantitative and implementation process data. Results suggest that teachers who used the dashboard along with consultation showed improvement in observed classroom organization and emotional support. Results also suggest that MFS use was tied closely to consultation dose, and that broader support at the school level was critical. Classroom-focused MFSs are a promising tool to support classroom improvement, and warrant future research focused on their effectiveness and broad applicability.

Original languageEnglish (US)
Pages (from-to)379-393
Number of pages15
JournalAdministration and Policy in Mental Health and Mental Health Services Research
Issue number3
StatePublished - May 1 2016


  • Classroom practices
  • Measurement feedback system
  • School mental health

ASJC Scopus subject areas

  • Phychiatric Mental Health
  • Health Policy
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health


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