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Joni Splett - University of Florida. Gainesville, FL, US

Joni Splett

Associate Professor | University of Florida

Gainesville, FL, UNITED STATES

Joni Splett's research aims to improve youth mental health well-being by developing and evaluating schools’ mental health.


Joni Splett's research aims to improve youth mental health well-being by developing and evaluating school mental health promotion, prevention and intervention strategies at multiple levels. She is an assistant professor in the School of Special Education, School Psychology and Early Childhood Studies in the College of Education.

Areas of Expertise (6)

Aggression and Peer victimization

youth mental health

Mental Health Promotion and Intervention in Schools

School Mental Health

Social, Emotional and Behavioral Promotion and Intervention

Universal Mental Health Screening


Articles (5)

A mixed-method analysis of the implementation process of universal screening in a tiered mental health system

Psychology in the Schools

Kristy L. Brann, et al.


Schools are encouraged to take a proactive approach to mental health through the use of a tiered system of supports facilitated by universal mental health screening. However, schools may experience difficulty implementing universal screening and large-scale systems change. The purpose of this study was to explore multilevel implementation determinants, identify strategies that aided implementation.

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Teacher Recognition, Concern, and Referral of Children’s Internalizing and Externalizing Behavior Problems

School Mental Health

Joni W. Splett, et al.


Identifying youth with mental health concerns and connecting them to effective intervention is important because poor mental health is related to lower educational achievements, substance abuse, violence, compromised health, and reduced life satisfaction. This study examined the ability of teachers (n = 153) to accurately identify mental health concerns among elementary children using vignettes scenarios depicting children with severe and moderate externalizing or internalizing behavior problems.

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Comparison of Universal Mental Health Screening to Students Already Receiving Intervention in a Multitiered System of Support

Behavioral Disorders

Joni W. Splett, et al.


Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified.

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Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems

Journal of Positive Behavior Interventions

Mark D. Weist, et al.


A recently defined interconnected systems framework (ISF) provides explicit guidance on steps to align positive behavioral interventions and supports (PBIS) and expanded school mental health (SMH) within the multitiered system of support (MTSS). As PBIS and SMH strategies align, there are opportunities to expand and improve effective programs and services for students at all tiers of the MTSS.

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Symptom Profiles and Mental Health Services Received Among Referred Adolescents

School Mental Health

Joni W. Splett, et al.


Although it is known some youth access mental health services more readily than others, most service use studies used variable-centric approaches that produced heterogeneous groups and results that require parents and educators to understand diagnostic categories.

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