Bryce McLeod, Ph.D.
806 W Franklin, rm 203
Associate Professor (tenured)
Licensed Clinical Psychologist, Virginia
Ph.D. (2004), University of California, Los Angeles
Associate Editor, Behavior Therapy
Website: Research Lab
Dr. McLeod is accepting applications from prospective graduate students for the 2018-19 school year.
The McLeod lab is engaged in research projects designed to develop and evaluate tools, strategies, and interventions to help improve the quality of mental health care in community settings for youth and their families. A major theme in our research is developing and evaluating instruments designed to assess the core components of treatment integrity. Despite the importance of treatment integrity for psychosocial treatment and treatment implementation research, measurement gaps have limited research efforts in the youth psychosocial treatment field. We have addressed these gaps by developing gold-standard observational and self-report instruments designed to assess treatment adherence (how closely a treatment delivered matches the protocol), differentiation (the extent to which proscribed interventions are present), and competence (the quality of delivery). Our current funded work in this area focuses on developing pragmatic observer- and self-report treatment integrity instruments to support quality control efforts designed to promote the evaluation, implementation, and sustainability of evidence-based programs in community settings.
We have applied lessons learned from our treatment integrity research to the development of training and supervision procedures to support the implementation and evaluation of evidence-based practices in community settings. First, along with Drs. Amy Herschell (West Virginia University) and Jeffrey Wood (UCLA), our lab is currently engaged in developing a web-based training platform for an efficacious treatment program for youth diagnosed with autism spectrum disorder. Second, in collaboration with Dr. Kevin S. Sutherland (VCU School of Education) our lab is also engaged in the development and evaluation of a prevention program for at-risk children in K-2nd grade.
The ongoing research projects along with our recently completed projects (see list of current and completed grants below) provide ample opportunities for graduate and undergraduate students to learn about and participate in research focused upon improving the quality of mental health care. As a mentor, I am dedicated to training graduate students to become the next generation of applied researchers focused on improving services for youth and their families in community settings.
- CBT for youth anxiety led to strong outcomes for youths, but so did the usual treatments. An important question yet to be answered is why?
McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). Role of setting versus treatment modality on alliance in youth therapy. Journal of Consulting and Clinical Psychology, 84, 453-464.
McLeod, B. D., Smith, M. M., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2015). Measuring differentiation for implementation research: The Therapy Process Observational Coding System for Child Psychotherapy Revised Strategies scale. Psychological Assessment, 27, 314-325.
McLeod, B. D., Southam-Gerow, M. A., Bair, C. E., Rodriguez, A., & Smith, M. M. (2013). Making a case for treatment integrity as a psychological treatment quality indicator. Clinical Psychology: Science and Practice, 20, 14-32.
McLeod, B. D. (2011). The relation of the alliance with outcomes in youth psychotherapy: A meta-analysis. Clinical Psychology Review, 31, 603-616.
McLeod, B. D., & Weisz, J. R. (2005). The Therapy Process Observational Coding System Alliance scale: Measure characteristics and prediction of outcome in usual clinical practice. Journal of Consulting and Clinical Psychology, 73, 323-333.
- Full publication list [PDF]
- Psychological Tests and Measurement, undergraduate level
- Diagnostic and Behavioral Assessment, graduate level
Developing a Robust Evidence-Based Implementation Package for Youth Autism. Principal Investigator (PIs McLeod, Wood). August 2016-July 2018. National Institute of Mental Health (NIMH). MH110591, $706,069.
Development of a Pragmatic Treatment Integrity Instrument for Child Therapy. Principal Investigator (PIs Chapman, McLeod). March 2016-January 2018. National Institute of Mental Health (NIMH). MH109666, $431,244.
BEST in CLASS-Elementary: A Preventative Classroom-Based Intervention Model. Co-Investigator (Co-Principal Investigators, Sutherland & Conroy). July 2015-June 2018. Institute for Education Sciences (IES). R305A150246, $1,461,562.
Local Quality Assurance Tool for Family Therapy in Usual Care for ASU. Co-Investigator (Principal Investigator, Hogue). February 2015-January 2019. National Institute on Drug Abuse (NIDA). DA037496, $1,645,806.
Development and Validation of Treatment Integrity Measures for Classroom-Based Interventions. Principal Investigator (PIs McLeod, Sutherland). September 2014-August 2018. Institute for Education Sciences (IES). R305A140487, $1,599,923.
Establishing the Validity of the TPOCS-RS Family Subscale. Principal Investigator. July 2016-June 2017. VCU Mini-PRIP, $5,000.
Development and Validation of Child Therapy Integrity Measures. Principal Investigator (PIs McLeod, Southam-Gerow). May 2010-February 2015. National Institute of Mental Health. RO1 MH086529, $1,597,425.
National Institute of Mental Health Diversity Supplement. Principal Investigator (PIs McLeod, Southam-Gerow). August 2011-February 2014. National Institute of Mental Health. RO1 MH086529, $148,400.
- Outstanding Research Award, VCU Department of Psychology, 2011
- Clinical Research Loan Repayment Award Renewal, National Institutes of Health, 2011-2013
- Clinical Research Loan Repayment Award, National Institutes of Health, 2006-2008