The DOI matches its Crossref record; 168 of the 168 references it cites were found in a registry or an index.
Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework
Open accessAbstract
Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of school-based interventions. Future directions for research on implementation are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Understanding and addressing the barriers and enablers to implementation of stress management programmes in schools would support the development of effective implementation strategies (Albers & Pattuwage, 2017;Domitrovich et al., 2008), resulting in significant health, economic and social benefits for large numbers of young people, their families and the community.”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Domitrovich et al., 2008
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“However, teachers experiencing high stress may be less likely to use evidence -based behavioral practices in classrooms and deliver these practices with fidelity (Domitrovich et al., 2008).”
From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Domitrovich et al., 2008
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Understanding and addressing the barriers and enablers to implementation of stress management programmes in schools would support the development of effective implementation strategies (Albers & Pattuwage, 2017;Domitrovich et al., 2008), resulting in significant health, economic and social benefits for large numbers of young people, their families and the community.”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Domitrovich et al., 2008
In the citing paper
“Research indicates that some form of supervision and feedback, even at a global level, may be important to quality of implementation (Domitrovich et al. 2008).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Domitrovich et al. 2008
In the citing paper
“Finally, our annual teacher survey measures other individual-level factors often overlooked in implementation fidelity research, including teacher characteristics, such as enthusiasm, level of stress, and prior experience (e.g., Domitrovich et al. 2008; Dusenbury et al. 2005; Han and Weiss 2005; Greenberg et al. 2005).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Domitrovich et al. 2008
In the citing paper
“Well developed, theoretically based programs should possess a core set of lessons and techniques (mechanisms of change) that are central to the effectiveness of the intervention; these should be used to measure quality as well as the impact of program adaptations (Domitrovich et al. 2008).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Domitrovich et al. 2008
In the citing paper
“This perception is in line with research and models of school-based implementation, which highlight the importance of the support of teachers and administrators to successful implementation (Domitrovich et al., 2008; Forman et al., 2009).”
From Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation (2010) · cites this paper as Domitrovich et al., 2008
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Rogers, E. M., Singhal, A., & Quinlan, M. M. (2019) · Routledge eBooks · doi:10.4324/9780203710753-35 · Cited by 37,670
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084
Valente, T. W. (2003) · Genetics in Medicine · doi:10.1097/01.gim.0000061743.67794.c4 · Cited by 20,559
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,773
Hierarchical Linear Models: Applications and Data Analysis Methods
Davidian, M. (2003) · Journal of the American Statistical Association · doi:10.1198/jasa.2003.s288 · Cited by 13,820
The ecology of human development : experiments by nature and design
Bronfenbrenner, U. (1979) · Cited by 12,580
Teacher efficacy: capturing an elusive construct
Tschannen-Moran, M., & Hoy, A. W. (2001) · Teaching and Teacher Education · doi:10.1016/s0742-051x(01)00036-1 · Cited by 6,839
Durlak, J. A., & DuPre, E. P. (2008) · American Journal of Community Psychology · doi:10.1007/s10464-008-9165-0 · Cited by 5,304
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
(2005) · Cited by 3,748
Research works printed but not linked: 28
- Bradshaw C P, School Psychology Quarterly.
- Bradshaw C P, School Psychology Quarterly.
- Brint S, 2006, Schools and Society., 10.1515/9781503624993 · DOI
- Brooks V, 1996, Teacher Development, 5
- Bumbarger B, 2008, ‘After randomized trials: issues related to dissemination of evidence-based interventions.’
- Catalano R F, 2002, Prevention & Treatment, 5
- Chen H T, 1998, Advances in Educational Productivity, 7, 15
- Choi J N, 2003, Prevention & Treatment, 6, 1
- Collaborative for Academic, Social, and Emotional Learning, 2005, The Illinois Edition of Safe and Sound: An educational leader's guide to evidence-based social and emotional learning programs.
- Dunn R J, 1998, Journal of Instructional Psychology, 25, 100
- Durlak J A, 2005, ‘A major meta-analysis of positive youth development programs.’ Invited presentation at the Annual Meeting of the American Psychological Association
- Dusenbury L, 2007, ‘Coaching to implementation fidelity.’ Paper presented at the 15th annual meeting of the Society for Prevention Research, May
- Gottfredson G, 2008, ‘Alternative measures of implementation in an experimental study of elementary school social skills instruction.’ Paper presented at the 16th annual meeting of the Society for Prevention Research
- 10.1023/B:PREV. 0000013976.84939.55 · DOI
- Greenberg M, 2001, The Study of Implementation in School-Based Preventive Interventions: Theory, research, & practice. Report to Center for Mental Health Services (CMHS)
- Greenberg M T, 2001, Prevention & Treatment, 4
- Hall G E, 1987, Change in School: Facilitating the process.
- Hawkins J D, 1992, Communities that care: Action for drug abuse.
- Illinois State Board of Education: Division of Early Childhood Education, 2004, The Illinois Learning Standards.
- Kataoke S, 2008, ‘Mental health and education policy: issues and future directions.’ Paper presented at the Fundamental Policy—Spotlight on Mental Health Conference
- 10.1097/00004583-199607000-00014 · DOI
- Lochman J, 2008, ‘The effect of school and counselor characteristics on implementation of a preventive intervention.’ Paper presented at the 16th annual meeting of the Society for Prevention Research, May
- Ransford C, 2008, ‘The Role of School and Teacher Characteristics on Teacher Burnout and Implementation Quality of SEL Curriculum.’
- Society for Prevention Research, 2005, A Case for Braided Prevention Research and Service Funding.
- Tanyu M F, 2005, Social and Emotional Learning Practices in Illinois Schools: A survey of district-level and school-building administrators. A report prepared for the Illinois State Board of Education and the Illinois Children's Mental Health Partnership.
- Wandersman A, 1999, Getting to Outcomes: Methods and tools for planning, evaluation and accountability.
- Weissberg R P, 1998, Journal of Mental Health, 7, 477
- Weissberg R P, 1998, Handbook of Child Psychology: Vol 4. Child psychology in practice,
Cited by
Sorted by citations
Items 201–300 of 762
Seleznyov, S., Goei, S. L., & Ehren, M. (2021) · Professional Development in Education · doi:10.1080/19415257.2021.1973069 · Cited by 28
Schools’ readiness and capacity to improve matter
Oterkiil, C., & Ertesvåg, S. K. (2012) · Education Inquiry · doi:10.3402/edui.v3i1.22014 · Cited by 28
Goodman‐Scott, E., Hays, D. G., & Cholewa, B. E. (2017) · The Urban Review · doi:10.1007/s11256-017-0431-z · Cited by 28
Goulet, M., Archambault, I., Janosz, M., & Christenson, S. L. (2018) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2018.02.004 · Cited by 27
Sánchez-Puertas, R. N., Vaca, S., López-Núñez, C., & Ruisoto, P. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.821867 · Cited by 27
Łobczowska, K., Banik, A., Romaniuk, P., Forberger, S., Kubiak, T., Meshkovska, B., Neumann‐Podczaska, A., Kaczmarek, K., Scheidmeir, M., Wendt, J., et al. (2022) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-021-01242-4 · Cited by 30
Cappella, E., Reinke, W. M., & Hoagwood, K. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087524 · Cited by 28
Self-citationApproaches to measuring use of research evidence in K-12 settings: A systematic review
Lawlor, J., Mills, K. J., Neal, Z. P., Neal, J. W., Wilson, C., & McAlindon, K. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.04.002 · Cited by 31
Cramer, T., Ganimian, A., Morris, P., & Cappella, E. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2021.08.003 · Cited by 31
Schultes, M.-T., Jöstl, G., Finsterwald, M., Schober, B., & Spiel, C. (2015) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2015.10.001 · Cited by 29
Implementation evaluation of school-based obesity prevention programmes in youth; how, what and why?
van Nassau, F., Singh, A. S., van Mechelen, W., Brug, J., & Chinapaw, M. J. M. (2014) · Public Health Nutrition · doi:10.1017/s1368980014002778 · Cited by 26
Braun, S. S., Greenberg, M. T., Roeser, R. W., Taylor, L. J., Montero‐Marín, J., Crane, C., Williams, J. M. G., Sonley, A., Lord, L., Ford, T. J., et al. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101288 · Cited by 25
Self-citationArnold, K. T., Porter, K. M. P., Frattaroli, S., Durham, R. E., Clary, L. K., & Mendelson, T. (2021) · School Mental Health · doi:10.1007/s12310-020-09402-w · Cited by 33
Using readiness to understand implementation challenges in school mental health research
Splett, J. W., Perales, K., Miller, E., Hartley, S. N., Wandersman, A., Halliday, C. A., & Weist, M. D. (2022) · Journal of Community Psychology · doi:10.1002/jcop.22818 · Cited by 25
Cornell, D. G., & Bradshaw, C. P. (2015) · School Psychology Review · doi:10.17105/spr-15-0127.1 · Cited by 25
Self-citationDebnam, K. J., Kaihoi, C. A., Pas, E. T., & Bradshaw, C. P. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101362 · Cited by 24
Self-citationMaras, M. A., Splett, J. W., Reinke, W. M., Stormont, M. A., & Herman, K. C. (2014) · Children and Youth Services Review · doi:10.1016/j.childyouth.2014.10.005 · Cited by 24
Crane, M. E., Phillips, K. E., Maxwell, C. A., Norris, L. A., Rifkin, L. S., Blank, J. M., Sorid, S. D., Read, K. L., Swan, A. J., Kendall, P. C., et al. (2021) · School Mental Health · doi:10.1007/s12310-021-09424-y · Cited by 27
Soneson, E., Burn, A., Anderson, J., Humphrey, A., Jones, P. B., Fazel, M. S., Ford, T. J., & Howarth, E. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.01.008 · Cited by 24
Lessons Learned From School-Based Delivery of Vision Care in Baltimore, Maryland
Collins, M. E., Guo, X., Repka, M. X., Neitzel, A. J., & Friedman, D. S. (2022) · Asia-Pacific Journal of Ophthalmology · doi:10.1097/apo.0000000000000488 · Cited by 24
Raviv, T., Smith, M. L., Hurwitz, L., Gill, T. L., Baker, S., Torres, S. A., Bowen, I. E., & Cicchetti, C. (2022) · Psychology in the Schools · doi:10.1002/pits.22683 · Cited by 24
Crooks, C. V., Smith, A. C. G., Link, N., Orenstein, S., & Hoover, S. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.104894 · Cited by 24
An evaluation of the Zippys Friends emotional wellbeing programme for primary schools in Ireland
Clarke, A. M., & Barry, M. M. (2010) · Arrow@dit (Dublin Institute of Technology) · doi:10.13025/21994 · Cited by 24
Mrazek, A. J., Mrazek, M. D., Reese, J. V., Kirk, A. C., Gougis, L. J., Delegard, A. M., Cynman, D. J., Cherolini, C. M., Carr, P. C., & Schooler, J. W. (2019) · Education Sciences · doi:10.3390/educsci9030230 · Cited by 25
Johnson, S. R., Pas, E. T., Loh, D., Debnam, K. J., & Bradshaw, C. P. (2016) · School Mental Health · doi:10.1007/s12310-016-9201-4 · Cited by 27
Self-citationBlair, K. C., Park, E., & Kim, W. (2020) · Psychology in the Schools · doi:10.1002/pits.22443 · Cited by 23
Bonnesen, C. T., Jensen, M. P., Madsen, K. R., Toftager, M., Rosing, J. A., & Krølner, R. F. (2020) · Health Education Research · doi:10.1093/her/cyaa003 · Cited by 23
Sherwood, K. L., Smith, M. J., Ross, B., Johnson, J. M., Harrington, M. M., Blajeski, S. M., DaWalt, L. S., Bishop, L., & Smith, J. D. (2023) · Journal of Vocational Rehabilitation · doi:10.3233/jvr-230004 · Cited by 22
Wendt, J., Scheller, D. A., Flechtner‐Mors, M., Meshkovska, B., Łuszczyńska, A., Lien, N., Forberger, S., Banik, A., Łobczowska, K., & Steinacker, J. M. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2023.935292 · Cited by 22
Askell‐Williams, H., & Murray‐Harvey, R. (2015) · Journal of Early Childhood Research · doi:10.1177/1476718x15570958 · Cited by 22
Mahmoodi, H., Nadrian, H., Shaghaghi, A., Jafarabadi, M. A., Ahmadi, A., & Saqqezi, G. S. (2018) · Journal of Child and Adolescent Psychiatric Nursing · doi:10.1111/jcap.12202 · Cited by 22
Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families
Bettencourt, A. F., Gross, D. A., & Breitenstein, S. M. (2018) · The Journal of School Nursing · doi:10.1177/1059840518786995 · Cited by 24
Arnold, K. T., Pollack Porter, K. M., Frattaroli, S., Durham, R. E., Mmari, K., Clary, L. K., & Mendelson, T. (2020) · Prevention Science · doi:10.1007/s11121-020-01144-0 · Cited by 21
The role of school leader support on teacher’s engagement during intervention implementation
McTigue, E. M., Jensen, M. T., Gourvennec, A. F., & Solheim, O. J. (2024) · International Journal of Leadership in Education · doi:10.1080/13603124.2024.2358038 · Cited by 21
Dix, K., Green, M. J., Tzoumakis, S., Dean, K., Harris, F. A. J., Carr, V. J., & Laurens, K. R. (2018) · School Mental Health · doi:10.1007/s12310-018-9280-5 · Cited by 21
Implementation of physically active lessons: A 2-year follow-up
Skage, I., Ertesvåg, S. K., Roland, P., & Dyrstad, S. M. (2020) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2020.101874 · Cited by 21
Reinke, W. M., Herman, K. C., Thompson, A. M., Copeland, C., McCall, C. S., Holmes, S. R., & Owens, S. (2021) · School Psychology Review · doi:10.1080/2372966x.2020.1870869 · Cited by 22
Lee, J., & Zuilkowski, S. S. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12483 · Cited by 21
Developing a systems‐based approach to research use in education
Maxwell, B., Sharples, J., & Coldwell, M. (2022) · Review of Education · doi:10.1002/rev3.3368 · Cited by 21
Thierry, K. L., Page, A., Currie, C., Posamentier, J., Liu, Y., Choi, J., Randall, H., Rajanbabu, P., Kim, T. E., & Widen, S. C. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1044835 · Cited by 27
Relationships between students’ mental health and their perspectives of life at school
Askell‐Williams, H., & Lawson, M. J. (2015) · Health Education · doi:10.1108/he-02-2014-0007 · Cited by 24
Advancing Intervention Science Through Effectiveness Research: A Global Perspective
Ferrer‐Wreder, L., Adamson, L., Kumpfer, K. L., & Eichas, K. (2012) · Child & Youth Care Forum · doi:10.1007/s10566-012-9173-y · Cited by 21
The Effects of Teacher Fidelity of Implementation of Pathways to Health on Student Outcomes
Little, M. A., Riggs, N. R., Shin, H.-S., Tate, E. B., & Pentz, M. A. (2013) · Evaluation & the Health Professions · doi:10.1177/0163278713489879 · Cited by 27
Rasmussen, L. P., Patras, J., Neumer, S., Adolfsen, F., Martinsen, K. D., Holen, S., Sund, A. M., & Martinussen, M. (2019) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2019.1596976 · Cited by 23
Factors Influencing Staff Perceptions of Administrator Support for Tier 2 and 3 Interventions
Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2011) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426611410571 · Cited by 21
Self-citationCarpendale, E. J., Green, M. J., Dix, K., Tzoumakis, S., Williams, K. E., White, S. L. J., Carr, V. J., & Laurens, K. R. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101447 · Cited by 20
Beames, J. R., Johnston, L., O’Dea, B., Torok, M. H., Christensen, H. M., Boydell, K., & Werner‐Seidler, A. (2021) · Journal of Medical Internet Research · doi:10.2196/26223 · Cited by 20
Hasson, R. E., Eisman, A. B., Wassmann, A., Beemer, L. R., Templin, T. J., Malinoff, L., Zernicke, R. F., & Rabaut, L. (2023) · Journal of School Health · doi:10.1111/josh.13321 · Cited by 23
Marti, M., Melvin, S. A., Noble, K. G., & Duch, H. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.010 · Cited by 24
Impacts of school‐wide positive behaviour support: Results from National Longitudinal Register Data
Borgen, N. T., Kirkebøen, L. J., Ogden, T., Raaum, O., & Sørlie, M. (2019) · International Journal of Psychology · doi:10.1002/ijop.12575 · Cited by 20
La salud mental escolar desde la perspectiva de los profesionales chilenos
Andrade, R. M. R., & Leiva, L. (2018) · Psicoperspectivas Individuo y Sociedad · doi:10.5027/psicoperspectivas-vol17-issue2-fulltext-1101 · Cited by 19
Pedroso, R. T., Juhásová, M. B., & Merchán-Hamann, E. (2019) · Interface - Comunicação Saúde Educação · doi:10.1590/interface.170566 · Cited by 19
Poznanski, B., Hart, K. C., & Graziano, P. A. (2020) · School Mental Health · doi:10.1007/s12310-020-09395-6 · Cited by 24
Sutherland, K. S., McLeod, B. D., Conroy, M. A., & McCormick, N. P. (2021) · School Mental Health · doi:10.1007/s12310-021-09423-z · Cited by 22
Hasson, R. E., Beemer, L. R., Eisman, A. B., & Friday, P. J. (2023) · Kinesiology Review · doi:10.1123/kr.2022-0041 · Cited by 21
Vancraeyveldt, C., Verschueren, K., Craeyevelt, S. V., Wouters, S., & Colpin, H. (2013) · Educational Psychology · doi:10.1080/01443410.2013.860218 · Cited by 19
Crooks, C. V., Exner‐Cortens, D., Siebold, W. L., Moore, K., Grassgreen, L., Owen, P., Rausch, A., & Rosier, M. (2017) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2017.12.007 · Cited by 19
Skarbø, T., & Balmbra, S. (2020) · Journal of Eating Disorders · doi:10.1186/s40337-020-0285-8 · Cited by 19
Connors, E., Lawson, G. M., Wheatley-Rowe, D., & Hoover, S. (2020) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-020-01082-7 · Cited by 20
Venturing into schools : locating mental health initiatives in complex environments
Askell‐Williams, H., Lawson, M. J., & Slee, P. T. (2009) · OAR@UM (University of Malta) · Cited by 19
Edge, N. A. C., Kyzer, A. L., Davis, A. E., & Whitman, K. (2021) · Journal of Educational and Psychological Consultation · doi:10.1080/10474412.2021.1983440 · Cited by 18
Koorts, H., Timperio, A. F., Abbott, G., Arundell, L., Ridgers, N. D., Cerin, E., Brown, H. E., Daly, R. M., Dunstan, D. W., Hume, C., et al. (2022) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-022-01354-5 · Cited by 18
Livet, M., Yannayon, M., Sheppard, K. W., Kocher, K., Upright, J. J., & McMillen, J. S. (2017) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-017-0829-7 · Cited by 18
Bast, L. S., Andersen, A., Ersbøll, A. K., & Due, P. (2018) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2018.09.004 · Cited by 18
Musci, R. J., Pas, E. T., Bettencourt, A. F., Masyn, K. E., Ialongo, N. S., & Bradshaw, C. P. (2019) · Development and Psychopathology · doi:10.1017/s095457941900097x · Cited by 20
Self-citationMeiksin, R., Campbell, R. M., Crichton, J., Morgan, G. S., Williams, P., Willmott, M., Tilouche, N., Ponsford, R., Barter, C., Sweeting, H. N., et al. (2020) · Sex Education · doi:10.1080/14681811.2020.1729718 · Cited by 18
Størksen, I., Ertesvåg, S. K., & Rege, M. S. (2021) · International Journal of Educational Research · doi:10.1016/j.ijer.2021.101782 · Cited by 18
Abamecha, F., Midaksa, G., Sudhakar, M., Abebe, L., Kebede, Y., Alemayehu, G., & Birhanu, Z. (2021) · BMC Public Health · doi:10.1186/s12889-021-11216-7 · Cited by 20
Thierry, K. L., Vincent, R. L., Norris, K., & Dawson, O. (2021) · Journal of Research in Childhood Education · doi:10.1080/02568543.2021.1960938 · Cited by 22
Toropova, A. A., Björklund, C., Bergström, G., Elinder, L. S., Stigmar, K. G. E., Wåhlin, C., Jensen, I. B., & Kwak, L. (2022) · Implementation Science · doi:10.1186/s13012-022-01196-6 · Cited by 18
Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children
Nadeem, E., Maslak, K., Chacko, A., & Hoagwood, K. (2010) · Early Education and Development · doi:10.1080/10409289.2010.497452 · Cited by 18
Self-citationGlobal Mindset Initiative Paper 3: Measuring Growth Mindset Classroom CulturesPreprint
Trzesniewski, K. H., Yeager, D. S., Molina, D. C., Claro, S., Oberle, C., & Murphy, M. C. (2021) · SSRN Electronic Journal · doi:10.2139/ssrn.3911591 · Cited by 20
Lindstrom Johnson, S., Alfonso, Y. N., Pas, E. T., Debnam, K. J., & Bradshaw, C. P. (2020) · School Psychology Review · doi:10.1080/2372966x.2020.1777831 · Cited by 17
Self-citationBradshaw, C. P., Debnam, K. J., Player, D., Bowden, B., & Lindstrom Johnson, S. (2023) · Behavioral Disorders · doi:10.1177/0198742920944850 · Cited by 17
Self-citationKnoors, H. E. T., de Klerk, A., & Marschark, M. C. (2018) · Oxford University Press eBooks · doi:10.1093/oso/9780190880545.003.0026 · Cited by 17
Lillelien, K., & Jensen, M. T. (2025) · Education Sciences · doi:10.3390/educsci15070799 · Cited by 20
Turner, L. R., Calvert, H. G., Fleming, C. M., Lewis, T., Siebert, C. F., Anderson, N., Castleton, T., Havlicak, A., & McQuilkin, M. (2022) · Contemporary Clinical Trials Communications · doi:10.1016/j.conctc.2022.100949 · Cited by 19
Meland, E. A., & Brion‐Meisels, G. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1059317 · Cited by 21
Soneson, E., Howarth, E., Weir, A., Jones, P. B., & Fazel, M. S. (2024) · Journal of Medical Internet Research · doi:10.2196/46764 · Cited by 17
Flaspohler, P. D., Anderson‐Butcher, D., & Wandersman, A. (2008) · Advances in School Mental Health Promotion · doi:10.1080/1754730x.2008.9715732 · Cited by 17
Dymnicki, A. B., & Prevention, M.-S. V. (2013) · Journal of Research on Adolescence · doi:10.1111/jora.12073 · Cited by 19
Proposed modification of a school-wide bully prevention program to support all children
Ostrander, J. A., Melville, A., Bryan, J. K., & Letendre, J. A. (2017) · Journal of School Violence · doi:10.1080/15388220.2017.1379909 · Cited by 24
Supporting Out‐of‐School Time Staff in Low Resource Communities: A Professional Development Approach
Farrell, A. F., Collier‐Meek, M. A., & Furman, M. J. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12330 · Cited by 17
Development and Piloting of a Classroom-Focused Measurement Feedback System
Nadeem, E., Cappella, E., Holland, S., Coccaro, C., & Crisonino, G. (2015) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-015-0651-z · Cited by 17
Holdaway, A. S., & Owens, J. S. (2014) · Journal of Educational Psychology · doi:10.1037/a0037466 · Cited by 20
Gagnon, J. C., & Barber, B. R. (2015) · Advances in learning and behavioral disabilities · doi:10.1108/s0735-004x20150000028010 · Cited by 20
Barnes, S. P., Domitrovich, C. E., & Jones, S. M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1281083 · Cited by 17
Self-citationMeasuring the Implementation of Youth Empowerment Solutions
Morrel‐Samuels, S., Rupp, L. A., Eisman, A. B., Miller, A. L., Stoddard, S. A., Franzen, S. P., Hutchison, P., & Zimmerman, M. A. (2017) · Health Promotion Practice · doi:10.1177/1524839917736511 · Cited by 16
Grady-Dominguez, P., Ragen, J., Sterman, J. J., Spencer, G., Tranter, P., Villeneuve, M. A., & Bundy, A. C. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18031008 · Cited by 16
An Exploration of Implementation Enablers and Barriers for Norwegian School Meal Guidelines
Randby, J. S., Meshkovska, B., Holbæk, H., & Lien, N. (2021) · Global Implementation Research and Applications · doi:10.1007/s43477-021-00010-7 · Cited by 16
Brann, K. L., Naser, S. C., Splett, J. W., & DiOrio, C. A. (2021) · Psychology in the Schools · doi:10.1002/pits.22579 · Cited by 16
March, A., Ashworth, E., Mason, C., Santos, J., Mansfield, R., Stapley, E., Deighton, J., Humphrey, N., Tait, N., & Hayes, D. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19063367 · Cited by 16
Lane, C., Naylor, P., Shoesmith, A., Wolfenden, L., Hall, A. E., Sutherland, R., & Nathan, N. (2022) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-022-01281-5 · Cited by 16
Whole-school mental health promotion in Australia
Slee, P. T., Dix, K., & Askell‐Williams, H. (2011) · OAR@UM (University of Malta) · Cited by 16
Omdal, H. (2017) · Journal of Educational Change · doi:10.1007/s10833-017-9315-y · Cited by 16
Dinnen, H. L., Litvitskiy, N. S., & Flaspohler, P. D. (2024) · Behavioral Sciences · doi:10.3390/bs14090780 · Cited by 15
Wider, W., Shareefa, M., Moosa, V., Ng, M. L., Isa, A. M. M., Fauzi, M. A., & Thant, Y. M. (2025) · School Mental Health · doi:10.1007/s12310-025-09781-y · Cited by 15
Bast, L. S., Andersen, H. B., Andersen, A., Lauemøller, S. G., Bonnesen, C. T., & Krølner, R. F. (2021) · Prevention Science · doi:10.1007/s11121-020-01197-1 · Cited by 15
The Role of Public Administration in Improving the Quality of Education Services in Primary Schools
Mahardhani, A. J. (2023) · Indo-MathEdu Intellectuals Journal · doi:10.54373/imeij.v4i2.363 · Cited by 15
Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J. J., & Kunemund, R. L. (2017) · Prevention Science · doi:10.1007/s11121-017-0832-y · Cited by 16
Metadata
- Authors
- Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., Romanelli, L. H., Leaf, P. J., Greenberg, M. T., & Ialongo, N. S.
- Affiliations
- Pennsylvania State University (US)
- Johns Hopkins University (US)
- American Institutes for Research (US)
- Columbia University (US)
- ORCID
- Venue
- Advances in School Mental Health Promotion
- Publisher
- Informa UK Limited
- Published
- 2008-01
- Volume
- 1
- Issue
- 3
- Pages
- 6-28
- ISSN
- 1754-730X (ISSN-L)
- 2049-8535
- PMC
- PMC4865398
- OpenAlex
- W2112328615
- Cited by
- 749
- References
- 168
- Citations by year
- 2026: 54 · 2025: 58 · 2024: 69 · 2023: 62 · 2022: 71 · 2021: 62 · 2020: 46 · 2019: 56 · 2018: 47 · 2017: 30 · 2016: 33 · 2015: 42 · 2014: 30 · 2013: 29 · 2012: 26
- FWCI
- 21.85
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Advances in School Mental Health Promotion (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Research Explorer (The University of Manchester) (submittedVersion)
- Funders
- Centers for Disease Control and Prevention (U49CE000728, K01CE001333, K01 CE 001333-01)
- National Institute of Mental Health (P30MH066247, K01CE001333-01)
- National Institute on Drug Abuse (R01DA019984)
- Topics
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- implementation quality, evidence-based practice, school-based prevention, implementation research, dissemination, research-to-practice translation, intervention sustainability, conceptual framework, three-level framework, school-based mental health promotion
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
