Background Behavioral intention (which captures one’s level of motivation to perform a behavior) is considered a causal and proximal mechanism influencing the use of evidence-based practice (EBP). Implementation studies have measured intention differently, and it is unclear which is most predictive. Some use items referring to “evidence-based practice” in general, whereas others refer to a specific EBP. There are also unresolved debates about whether item stems should be worded “I intend to,” “I will,” or “How likely are you to” and if a single-item measure can suffice. Using each stem to refer to either a specific EBP or to “evidence-based practice,” this study compares the ability of these commonly used measures to predict future EBP implementation. The predictive validity is important for causal model testing and the development of effective implementation strategies. Methods A longitudinal study enrolled 70 teachers to track their use of two EBPs and compare the predictive validity of six different items measuring teachers’ intention. The measures differ by whether an item refers to a specific EBP, or to “evidence-based practices” in general, and whether the stem is worded in one of the three ways: “I intend to,” “I will,” or “How likely are you to.” For each item, linear regressions estimated the variance in future behavior explained. We also compared the predictive validity of a single item versus an aggregate of items by inter-correlating the items using different stems and estimating the explained variance in EBP implementation. Results Depending on the EBP and how intention was measured, the explained variance in implementation ranged from 3.5 to 29.0%. Measures that referred to a specific EBP, rather than “evidence-based practices” in general, accounted for more variance in implementation (e.g., 29.0% vs. 8.6%, and 11.3% vs. 3.5%). The predictive validity varied depending on whether stems were worded “I intend to,” “I will,” or “How likely are you to.” Conclusions The observed strength of the association between intentions and EBP use will depend on how intention is measured. The association was much stronger if an item referred to a specific EBP, rather than EBP in general. To predict implementation, the results support using an aggregate of two or three intention items that refer to the specific EBP. An even more pragmatic measure of intention consisting of a single item can also predict implementation. As discussed, the relationship will also vary depending on the EBP, which has direct implications for causal model testing and the design of implementation strategies.

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Mental health clinicians do not consistently use evidence-based assessment (EBA), a critical component of accurate case conceptualization and treatment planning. The present study used the Unified Theory of Behavior to examine determinants of intentions to use EBA in clinical practice among a sample of Masters' level social work trainees (N = 241). Social norms had the largest effect on intentions to use EBA. Injunctive norms in reference to respected colleagues accounted for the most variance in EBA intentions. Findings differed for respondents over 29 years of age vs. younger respondents. Implications for implementation strategies and further research are discussed.

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Existing literature related to HIV in the Dominican Republic has tended to neglect the unique role of tourism areas as distinct ecologies facilitative of sexual risk behavior, particularly HIV vulnerability and transmission. Furthermore, limited attention has focused on Dominican adolescents living in close proximity to tourism areas who have become increasingly exposed to alcohol due to the expanding tourism industry in the Dominican Republic. While most previous analyses of the effects of alcohol on adolescent sexual risk behavior have focused on the transient effects of alcohol on judgment and decision making, the effects of chronic alcohol use on sexual behavior has been a neglected area of research. Our study explores the relationship between chronic alcohol use, the parent–adolescent relationship, affective factors such as self-esteem, and intentions to engage in sex. We examine the above factors within the context of tourism areas which represent a unique ecology of alcohol availability and consumption and HIV risk. We discuss implications for developing applied family-based programs to target Dominican adolescent alcohol use and sexual risk behavior in tourism areas of high alcohol exposure.

Recovery of burn patients may be impeded by mental health problems. By gaining a better understanding of the impact that psychological factors may have on hospital length of stay, providers may be better informed to address the complex needs of burn survivors through effective and efficient practices. This systematic review summarizes existing data on the adverse psychological factors for the length of burn patients' hospitalization, and assesses the methodological quality of the extant literature on mental health conditions of burn survivors. A literature search was conducted in four electronic databases: PubMed, PsychINFO, Science Direct, and the Cumulative Index to Nursing and Allied Health Literature. Results yielded reports published between 1980 and 2016. Methodological quality was assessed by using an 11-item MQS system. 74 studies were identified by search; nineteen articles were eligible for analysis. Findings demonstrate paucity of evidence in the area. Reports indicate longer hospital stay among burn patients with mental health problems. Substance use was the most consistent mental-health predictor of longer hospital stay. Heterogeneity in data on mental health conditions rendered impossible estimation of effect sizes of individual psychological factors on length of hospitalization. Many studies over-relied on retrospective designs, and crude indicators of psychological factors. Findings indicate that mental health problems do have an impact on the trajectory of burn recovery by increasing the length of hospital stay for burn survivors. Inpatient mental health services for burn patients are critically needed. Prospective designs, and more sensitive psychological indicators are needed for future studies.

Little research has connected underage drinking with adolescent information management strategies. The present study uses longitudinal analyses to theoretically link adolescent lying with parental "monitoring knowledge," and, in turn, with prospective adolescent drinking, in a large nationally representative sample of U.S. seventh-and eighth-graders (N ¼ 4020). Structural equation modeling evaluated and supported, two key hypotheses:(1) dishonesty promotes future alcohol use by decreasing parental monitoring knowledge, and (2) dishonesty directly predicts alcohol consumption independent of its effects on parental monitoring. Maternal warmth and adolescent satisfaction with maternal relationships, but not parental control, were associated with lessened lying, and predicted parental monitoring and underage drinking. Our data implicate the role of adolescent agency for parental monitoring and highlight advantages of cohesive as opposed to overrestrictive parenting.

One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. Keywords 1:1 instruction; child characteristics; personalized medicine; teacher decisions Evidence-based treatments for children with autism spectrum disorder (ASD) include behavioral interventions that teach communication, cognitive, social and adaptive skills. There has been a steady rise in the number of children receiving ASD intervention services through schools (U.S. Department of Education, 2017), but the type and intensity of treatment vary greatly (White, Scahill, Klin, Koenig, & Volkmar, 2007). There is little research on factors that predict the type and intensity of school-based treatment children with ASD receive. Such factors may include different school resources, such as staffing, or