Advanced search
Publication Cover
Advances in School Mental Health Promotion Volume 1, 2008 - Issue 3: Enhancing Implementation Quality
Journal homepage
1,685
Views
424
CrossRef citations to date
0
Altmetric
Feature

Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

Celene E. Domitrovich
,
Catherine P. Bradshaw
,
Jeanne M. Poduska
,
Kimberly Hoagwood
,
Jacquelyn A. Buckley
,
Serene Olin
,
Lisa Hunter Romanelli
,
Philip J. Leaf
,
Mark T. Greenberg
&
Nicholas S. Ialongo
 show all
Pages 6-28 | Published online: 22 Dec 2011

Citations (424)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (57)

Eva Randell, Gunnel Janeslätt & Berit Höglund. (2023) The toolkit and Real-Care-Baby intervention – experiences of teachers and school staff in conducting an intervention about future parenting. Cogent Education 10:1.
Read now
Pilar Alamos, Amanda P. Williford, Ann M. Partee & Gabrielle Lachman. (2023) Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors. Early Education and Development 34:5, pages 1075-1092.
Read now
Gwendolyn M. Lawson, Julie Sarno Owens, David S. Mandell, Samantha Tavlin, Steven Rufe & Thomas J. Power. (2023) Exploring Teachers’ Intentions to Use Behavioral Classroom Interventions. Evidence-Based Practice in Child and Adolescent Mental Health 0:0, pages 1-9.
Read now
Amanda B. Nickerson, Benjamin S. Fernandez, Melinda Cruz & Samantha E. Stanford. (2023) Implementation of an Evaluation Mindset in School Crisis Response. Journal of Applied School Psychology 39:1, pages 1-23.
Read now
Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha Haghighat, Afiya Fredericks, Kristen Budd, Sylvia Roberts, Lisa Blackwell & Kali H. Trzesniewski. (2022) How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes. Journal of Research on Educational Effectiveness 15:4, pages 898-923.
Read now
Nicola A. Conners Edge, Angela Kyzer, Annie E. Davis & Kimberly Whitman. (2022) Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative. Journal of Educational and Psychological Consultation 32:3, pages 315-336.
Read now
Karen Thierry, Rhonda Vincent, Karen Norris & Oatanisha Dawson. (2022) Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership. Journal of Research in Childhood Education 36:3, pages 483-505.
Read now
Lana Van Den Berghe, Sarah De Pauw & Stijn Vandevelde. (2022) A practice-based approach toward school dropout: Support workers’ perspectives on supporting students. The Journal of Educational Research 115:2, pages 99-110.
Read now
Karen L. Thierry, Rhonda L. Vincent & Karen Norris. (2022) Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum. Early Education and Development 33:1, pages 92-106.
Read now
Lorna Hepburn, Wendi Beamish & Clair L. Alston-Knox. (2021) High school teacher perceptions of implementation of evidence-based practices for classroom management. Teacher Development 25:5, pages 669-686.
Read now
Sarah Seleznyov, Sui Lin Goei & Melanie Ehren. (2021) International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional Development in Education 0:0, pages 1-15.
Read now
Sigrun K. Ertesvåg. (2021) Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management. International Journal of Leadership in Education 24:4, pages 533-557.
Read now
Catherine P. Bradshaw, Jonathan Cohen, Dorothy L. Espelage & Maury Nation. (2021) Addressing School Safety Through Comprehensive School Climate Approaches. School Psychology Review 50:2-3, pages 221-236.
Read now
Michaela C. Pascoe, Sarah E. Hetrick & Alexandra G. Parker. (2020) The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth 25:1, pages 104-112.
Read now
Sarah Lindstrom Johnson, Y. Natalia Alfonso, Elise T. Pas, Katrina J. Debnam & Catherine P. Bradshaw. (2020) Scaling Up Positive Behavioral Interventions and Supports: Costs and Their Distribution Across State, Districts, and Schools. School Psychology Review 49:4, pages 399-414.
Read now
Rebecca Meiksin, Rona Campbell, Joanna Crichton, Gemma S. Morgan, Pippa Williams, Micky Willmott, Nerissa Tilouche, Ruth Ponsford, Christine A. Barter, Helen Sweeting, Bruce Taylor, Honor Young, GJ Melendez-Torres, H Luz McNaughton Reyes & Chris Bonell. (2020) Implementing a whole-school relationships and sex education intervention to prevent dating and relationship violence: evidence from a pilot trial in English secondary schools. Sex Education 20:6, pages 658-674.
Read now
Michael Wigelsworth & Alex Quinn. (2020) Mindfulness in schools: an exploration of teachers’ perceptions of mindfulness-based interventions. Pastoral Care in Education 38:4, pages 293-310.
Read now
Colleen L. Eddy, Francis L. Huang, Daniel R. Cohen, Kirsten M. Baker, Krista D. Edwards, Keith C. Herman & Wendy M. Reinke. (2020) Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?. School Psychology Review 49:3, pages 239-255.
Read now
Qianfeng Li, Xiaoming Li, Fang Wang, Junfeng Zhao, Guoxiang Zhao, Lihua Chen, Hongfei Du & Peilian Chi. (2020) Teachers’ quality of work life and attitudes toward implementing a psychosocial intervention for children affected by parental HIV/AIDS: roles of self-efficacy and burnout. AIDS Care 32:9, pages 1125-1132.
Read now
Lene-Mari Potulski Rasmussen, Joshua Patras, Simon-Peter Neumer, Frode Adolfsen, Kristin Dagmar Martinsen, Solveig Holen, Anne Mari Sund & Monica Martinussen. (2020) Facilitators and Barriers to the Implementation of EMOTION: An Indicated Intervention for Young Schoolchildren. Scandinavian Journal of Educational Research 64:5, pages 728-743.
Read now
Kim M. O’Connor & Ben Hayes. (2020) How effective are targeted interventions for externalizing behavior when delivered in primary schools?. International Journal of School & Educational Psychology 8:3, pages 161-173.
Read now
K. L. Granger, K. S. Sutherland, M. A. Conroy, A. A. Hetrick & E. Parnell. (2020) Barriers and Facilitators to Implementation of BEST in CLASS. Exceptionality 28:3, pages 209-221.
Read now
Elise T. Pas, Lauren Kaiser, Jill A. Rabinowitz, John E. Lochman & Catherine P. Bradshaw. (2020) Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation. Journal of Applied School Psychology 36:2, pages 198-226.
Read now
Samuel L. Odom, Laura J. Hall & Jessica Suhrheinrich. (2020) Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism. European Journal of Behavior Analysis 21:1, pages 55-73.
Read now
Bree Wagner, Donna Cross, Emma Adams, Martyn Symons, Trevor G. Mazzucchelli, Rochelle Watkins, Edie Wright, Jane Latimer, Jonathan Carapetis, John Boulton & James P. Fitzpatrick. (2020) RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools. Emotional and Behavioural Difficulties 25:1, pages 42-58.
Read now
Laura M. L. Distel, Stephanie A. Torres, Anna M. Ros, Stephanie K. Brewer, Tali Raviv, Claire Coyne, Sybil Baker, Christina Kolski, Mashana L. Smith & Catherine DeCarlo Santiago. (2019) Evaluating the Implementation of Bounce Back: Clinicians’ Perspectives on a School-Based Trauma Intervention. Evidence-Based Practice in Child and Adolescent Mental Health 4:1, pages 72-88.
Read now
Jason Ostrander, Alysse Melville, Janelle K. Bryan & Joan Letendre. (2018) Proposed modification of a school-wide bully prevention program to support all children. Journal of School Violence 17:3, pages 367-380.
Read now
Lee Robinson, Caroline Bond & Jeremy Oldfield. (2018) A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder. Educational Psychology in Practice 34:1, pages 58-72.
Read now
Margot Taal, Elles Ekels, Cindel van der Valk & Maurits van der Molen. (2017) Intervention integrity in the Low Countries: Interventions targeting social-emotional behaviors in the school. International Journal of School & Educational Psychology 5:2, pages 88-99.
Read now
Barbara M. Moffat, Rebecca J. Haines-Saah & Joy L. Johnson. (2017) From didactic to dialogue: Assessing the use of an innovative classroom resource to support decision-making about cannabis use. Drugs: Education, Prevention and Policy 24:1, pages 85-95.
Read now
Joseph A. Durlak. (2016) Programme implementation in social and emotional learning: basic issues and research findings. Cambridge Journal of Education 46:3, pages 333-345.
Read now
Dewey Cornell & Catherine P. Bradshaw. (2015) From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research. School Psychology Review 44:4, pages 499-503.
Read now
Catherine P. Bradshaw, Elise T. Pas, Katrina J. Debnam & Sarah Lindstrom Johnson. (2015) A Focus on Implementation of Positive Behavioral Interventions and Supports (PBIS) in High Schools: Associations With Bullying and Other Indicators of School Disorder. School Psychology Review 44:4, pages 480-498.
Read now
Ricardo Eiraldi, Courtney Benjamin Wolk, Jill Locke & Rinad Beidas. (2015) Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools. Advances in School Mental Health Promotion 8:3, pages 124-140.
Read now
Caroline Vancraeyveldt, Karine Verschueren, Sanne Van Craeyevelt, Sofie Wouters & Hilde Colpin. (2015) Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour. Educational Psychology 35:4, pages 466-483.
Read now
Jon Lee, Andy J. Frey, Keith Herman & Wendy Reinke. (2014) Motivational interviewing as a framework to guide school-based coaching. Advances in School Mental Health Promotion 7:4, pages 225-239.
Read now
Helen Askell-Williams, KatherineL. Dix, MichaelJ. Lawson & PhillipT. Slee. (2013) Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement 24:3, pages 357-381.
Read now
AndyJ. Frey, Jon Lee, JasonW. Small, JohnR. Seeley, HillM. Walker & EdwardG. Feil. (2013) The Motivational Interviewing Navigation Guide: a process for enhancing teachers' motivation to adopt and implement school-based interventions. Advances in School Mental Health Promotion 6:3, pages 158-173.
Read now
CynthiaM. Anderson, Jessica Turtura & Michael Parry. (2013) Addressing Instructional Avoidance With Tier II Supports. Journal of Applied School Psychology 29:2, pages 167-182.
Read now
LoriL. Newcomer, Rachel Freeman & Susan Barrett. (2013) Essential Systems for Sustainable Implementation of Tier 2 Supports. Journal of Applied School Psychology 29:2, pages 126-147.
Read now
JohnR. Weisz, AnaM. Ugueto, DanielM. Cheron & Jenny Herren. (2013) Evidence-Based Youth Psychotherapy in the Mental Health Ecosystem. Journal of Clinical Child & Adolescent Psychology 42:2, pages 274-286.
Read now
Ann Lendrum & Neil Humphrey. (2012) The importance of studying the implementation of interventions in school settings. Oxford Review of Education 38:5, pages 635-652.
Read now
WendyM. Reinke, KeithC. Herman, Dana Darney, Jennifer Pitchford, Kimberly Becker, Celene Domitrovich & Nicholas Ialongo. (2012) Using the Classroom Check-Up model to support implementation of PATHS to PAX. Advances in School Mental Health Promotion 5:3, pages 220-232.
Read now
Thomas Dishion. (2011) Promoting Academic Competence and Behavioral Health in Public Schools: A Strategy of Systemic Concatenation of Empirically Based Intervention Principles. School Psychology Review 40:4, pages 590-597.
Read now
Kimberly D. Becker & Celene E. Domitrovich. (2011) The Conceptualization, Integration, and Support of Evidence-Based Interventions in the Schools. School Psychology Review 40:4, pages 582-589.
Read now
Erum Nadeem, Lisa H. Jaycox, Sheryl H. Kataoka, Audra K. Langley & Bradley D. Stein. (2011) Going to Scale: Experiences Implementing a School-Based Trauma Intervention. School Psychology Review 40:4, pages 549-568.
Read now
Catherine P. Bradshaw & Elise T. Pas. (2011) A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. School Psychology Review 40:4, pages 530-548.
Read now
Elise Cappella, Wendy M. Reinke & Kimberly E. Hoagwood. (2011) Advancing Intervention Research in School Psychology: Finding the Balance Between Process and Outcome for Social and Behavioral Interventions. School Psychology Review 40:4, pages 455-464.
Read now
Karen Callan Stoiber. (2011) Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice Into Responsive School Innovations. Journal of Educational and Psychological Consultation 21:1, pages 46-55.
Read now
Jason Downer, TerriJ. Sabol & Bridget Hamre. (2010) Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes. Early Education and Development 21:5, pages 699-723.
Read now
Erum Nadeem, Kristi Maslak, Anil Chacko & Kimberly Eaton Hoagwood. (2010) Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children. Early Education and Development 21:5, pages 765-779.
Read now
Linda L. Caldwell, Megan E. Patrick, Edward A. Smith, Lori-Ann Palen & Lisa Wegner. (2010) Influencing Adolescent Leisure Motivation: Intervention Effects of Health Wise South Africa. Journal of Leisure Research 42:2, pages 203-220.
Read now
MarkT. Greenberg. (2010) School‐based prevention: current status and future challenges. Effective Education 2:1, pages 27-52.
Read now
CeleneE. Domitrovich, ScottD. Gest, Sukhdeep Gill, Damon Jones & Rebecca Sanford DeRousie. (2009) Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program. Early Education and Development 20:3, pages 402-430.
Read now
Don Zoellner. (2009) Creating Shared Mental Models for Evidence-Based Mental Health Promotion in Schools. Advances in School Mental Health Promotion 2:3, pages 15-29.
Read now
PaulD. Flaspohler, Dawn Anderson-Butcher & Abraham Wandersman. (2008) Supporting Implementation of Expanded School Mental Health Services: Application of the Interactive Systems Framework in Ohio. Advances in School Mental Health Promotion 1:3, pages 38-48.
Read now
Louise Rowling. (2008) Prevention Science and Implementation of School Mental Health Promotion: Another Way. Advances in School Mental Health Promotion 1:3, pages 29-37.
Read now

Articles from other publishers (367)

Shelly Palmer, Amirah Burton-Obanla, Shatabdi Goon, Trinity Allison, Ana Mitchell, Kristin Bogdonas, Michelle Fombelle, Ashley Hoffman, Jenna Smith, Jennifer McCaffrey & Melissa Pflugh Prescott. (2024) Policy, Systems, and Environmental Changes in Child Nutrition Programs: A Systematic Literature Review. Advances in Nutrition 15:1, pages 100116.
Crossref
Aoife Clancy, Martin O’Connor, Eddie Murphy, Leda Connaughton & Gary O’Reilly. (2023) Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial. School Psychology International.
Crossref
Karen L. Thierry, Tia E. Kim, Amanda Page & Haleigh Randall. (2023) School leader engagement in strategies to support effective implementation of an SEL program. Social and Emotional Learning: Research, Practice, and Policy 2, pages 100020.
Crossref
Lindsay G. Flegge. (2022) The Evidence-Based Practice (EBP) Instrument (School Version): Development and Initial Psychometrics of a New Interdisciplinary Scale. Contemporary School Psychology 27:4, pages 581-592.
Crossref
Gemma K. Brown, Jane Owens, Cathy Richards, Simona Di Folco & Matthias Schwannauer. (2023) Facilitators and Barriers to the Implementation of a School-Based Intervention for Anxiety. Child Psychiatry & Human Development.
Crossref
Annie O’Brien, Suzanne Hamilton, Neil Humphrey, Pamela Qualter, Jan R. Boehnke, Joao Santos, Ola Demkowicz, Margarita Panayiotou, Alex Thompson, Jennifer Lau, Lauren Burke & Yizhuo Lu. (2023) Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial. Trials 24:1.
Crossref
Christina D. Kang-Yi, Aparajita Kuriyan, Grace Kinkler, Aelesia E. Pisciella, Tamra Williams & Courtney Benjamin Wolk. (2023) Generating Actionable Evidence for School-Based Mental Health Service Delivery: Public-Academic Partnership Based Evaluations. Community Mental Health Journal 59:8, pages 1588-1600.
Crossref
Eui Kyung Kim & Danbi Choe. (2023) Testing a Dual Continuum Model of Belonging and Loneliness in Schools: Predicting Social–Emotional Health Among Korean Children. School Mental Health.
Crossref
Aoife L. Gallagher, Rachel Murphy, Ciara Ni Eochaidh, Johanna Fitzgerald, Carol-Anne Murphy & James Law. (2023) Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review. Language, Speech, and Hearing Services in Schools, pages 1-22.
Crossref
Sophie P. Barnes, Celene E. Domitrovich & Stephanie M. Jones. (2023) Editorial: Implementation of social and emotional learning interventions in applied settings: approaches to definition, measurement, and analysis. Frontiers in Psychology 14.
Crossref
Amanda Elliott, Linda A. Reddy, Adam J. Lekwa & Joelle Fingerhut. (2023) Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools. Psychology in the Schools.
Crossref
Peter Ji. (2023) A Rasch analysis of a rubric that measures the quality of school‐level variables that support a school's implementation of a social and emotional learning program over time. Psychology in the Schools 60:7, pages 2209-2236.
Crossref
Aoife Lily Gallagher, Rachel Murphy, Johanna Fitzgerald, Carol-Anne Murphy & James Law. (2023) Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry. PLOS ONE 18:6, pages e0287471.
Crossref
Baiba Martinsone, Sergio Di Sano, Paola D’Elia & Tamika La Salle-Finley. (2023) A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions. Journal of Teacher Education for Sustainability 25:1, pages 64-85.
Crossref
Kristen L. Granger, Kevin S. Sutherland, Maureen A. Conroy, Emma Dear & Ashley Morse. (2023) Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders 31:2, pages 144-153.
Crossref
Rebecca E. Hasson, Andria B. Eisman, Amy WassmannLexie R. Beemer, Thomas TemplinLynn MalinoffRonald ZernickeLisa Rabaut. (2023) Aligning Organizational Priorities and System Policies to Support Implementation Scale‐Up of a Tailored Classroom‐Based Physical Activity Intervention in Low‐Resource Schools*. Journal of School Health 93:6, pages 464-474.
Crossref
Yibing Li, Kimberly Kendziora, Juliette Berg, Mark T. Greenberg & Celene E. Domitrovich. (2023) Impact of a schoolwide social and emotional learning implementation model on student outcomes: The importance of social-emotional leadership. Journal of School Psychology 98, pages 78-95.
Crossref
Averill F. Obee, Katie C. Hart & Gregory A. Fabiano. (2022) Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review. School Mental Health 15:2, pages 339-369.
Crossref
Melissa Washington-Nortey, Kristen Granger, Kevin S. Sutherland, Maureen Conroy, Navneet Kaur & Allyse Hetrick. (2022) Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic. School Mental Health 15:2, pages 470-483.
Crossref
Marie Pil Jensen, Rikke Fredenslund Krølner, Marie Birk Jørgensen, Lotus Sofie Bast & Susan Andersen. (2023) Assessment of Delivery and Receipt of a Complex School-Based Smoking Intervention: A Systematic Quantitative Process Evaluation. Global Implementation Research and Applications 3:2, pages 129-146.
Crossref
Catherine P. Bradshaw, Katrina J. Debnam, Daniel Player, Brooks Bowden & Sarah Lindstrom Johnson. (2020) A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs. Behavioral Disorders 48:3, pages 174-186.
Crossref
John A. Gómez, Joshua L. Brown & Jason T. Downer. (2023) High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism. Frontiers in Psychology 14.
Crossref
Hui Zhao, Pui-Wa Lei, Susan Crandall Hart, James Clyde DiPerna & Xinyue Li. (2023) When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms. Frontiers in Education 8.
Crossref
S.G. Kjeld, S. Glenstrup, S. Andersen & L.S. Bast. (2023) From a teacher and school leader perspective: What happened with smoking rules and practices during a three-year smoking preventive intervention? – Findings from the X:IT II study. Evaluation and Program Planning 97, pages 102236.
Crossref
Katie Massey Combs, Karen M. Drewelow, Marion Amanda Lain, Marian Håbesland, Amy Ippolito & Nadine Finigan-Carr. (2022) Sustainment of an Evidence-Based, Behavioral Health Curriculum in Schools. Prevention Science 24:3, pages 541-551.
Crossref
Kari Sherwood, Matthew J. Smith, Brittany Ross, Jeffery Johnson, Meghan Harrington, Shannon Blajeski, Leann DaWalt, Lauren Bishop & Justin D. Smith. (2023) Mixed methods implementation evaluation of virtual interview training for transition-age autistic youth in pre-employment transition services. Journal of Vocational Rehabilitation 58:2, pages 139-154.
Crossref
Summer S. Braun, Catherine P. Bradshaw, Lydia A. Beahm, Alexa C. Budavari, Jason Downer, Nicholas S. Ialongo & Patrick H. Tolan. (2023) Predicting implementation of the PAX Good Behavior Game + MyTeachingPartner interventions. Frontiers in Psychology 14.
Crossref
Melanie Barwick, Jacquie Brown, Kadia Petricca, Bonnie Stevens, Byron J. Powell, Alexia Jaouich, Jill Shakespeare & Emily Seto. (2023) The Implementation Playbook: study protocol for the development and feasibility evaluation of a digital tool for effective implementation of evidence-based innovations. Implementation Science Communications 4:1.
Crossref
Jodi Kalubi, Teodora Riglea, Erin K. O'Loughlin, Louise Potvin & Jennifer O'Loughlin. (2023) Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?. Journal of School Health.
Crossref
Philip C. Kendall, Julia S. Ney, Colleen A. Maxwell, Kyler R. Lehrbach, Rafaella J. Jakubovic, Dominique S. McKnight & Abbey L. Friedman. (2023) Adapting CBT for youth anxiety: Flexibility, within fidelity, in different settings. Frontiers in Psychiatry 14.
Crossref
Marcela Paula Conceição de Andrade Oliveira, Daniela Tavares Gontijo, Daniela Ribeiro Schneider & Isabella Chagas Samico. (2023) Avaliabilidade do Programa Descolado na prevenção do uso de drogas no contexto escolar. Saúde em Debate 47:136, pages 68-82.
Crossref
Lindsay G. Flegge. (2022) Examining facilitators and barriers to evidence‐based professional practice by mental health providers in schools. Psychology in the Schools 60:3, pages 566-591.
Crossref
Janine Wendt, Daniel A. Scheller, Marion Flechtner-Mors, Biljana Meshkovska, Aleksandra Luszczynska, Nanna Lien, Sarah Forberger, Anna Banik, Karolina Lobczowska & Jürgen M. Steinacker. (2023) Barriers and facilitators to the adoption of physical activity policies in elementary schools from the perspective of principals: An application of the consolidated framework for implementation research–A cross-sectional study. Frontiers in Public Health 11.
Crossref
Ann M. Partee, Shubhi Sachdeva, Marissa A. Bivona, Kelsey A. Clayback, Sasha Miller-Marshall, Kyra Parker, Pilar Alamos, Cloe Frank, Jason T. Downer & Amanda P. Williford. (2023) Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up. Frontiers in Education 8.
Crossref
Angeliek Verdonschot, Berit M Follong, Clare E Collins, Emely de Vet, Annemien Haveman-Nies & Tamara Bucher. (2023) Effectiveness of school-based nutrition intervention components on fruit and vegetable intake and nutrition knowledge in children aged 4–12 years old: an umbrella review. Nutrition Reviews 81:3, pages 304-321.
Crossref
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman & Penelope Friday. (2023) Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools. Kinesiology Review 12:1, pages 36-46.
Crossref
Rebecca N. Baelen, Laura F. Gould, Joshua C. Felver, Deborah L. Schussler & Mark T. Greenberg. (2022) Implementation Reporting Recommendations for School-Based Mindfulness Programs. Mindfulness 14:2, pages 255-278.
Crossref
Eibhlin H. Walsh, Matthew P. Herring & Jennifer McMahon. (2022) A Systematic Review of School-Based Suicide Prevention Interventions for Adolescents, and Intervention and Contextual Factors in Prevention. Prevention Science 24:2, pages 365-381.
Crossref
Rachel Baffsky, Rebecca Ivers, Patricia Cullen, Jessica Wang, Lauren McGillivray & Michelle Torok. (2022) Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review. Prevention Science 24:2, pages 337-352.
Crossref
Triin Ulla & Katrin Poom-Valickis. (2023) Program support matters: A systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs. Frontiers in Education 7.
Crossref
Isabelle Archambault, Marie-Catherine Milette, Véronique Dupéré, Sophie Pascal, Éliane Thouin & Kim Archambault. (2023) Évaluation de la mise en oeuvre du programme La Classe Enchantée auprès d’enfants du primaire en contexte pluriethnique et défavoriséThe Magic Classroom: Implementation evaluation in a multi-ethnic low-socieconomic elementary school context. Revue de psychoéducation 52:2, pages 487.
Crossref
Gwendolyn M. Lawson, Rachel Comly, Rinad S. Beidas, Muniya S. Khanna, Jessica Goldstein, Shelby Brizzolara-Dove, Tara Wilson, Quinn Rabenau-McDonnell & Ricardo Eiraldi. (2023) Therapist and supervisor perspectives about two train-the-trainer implementation strategies in schools: A qualitative study. Implementation Research and Practice 4.
Crossref
Claire E. Cameron, Sabrina Kenny & Q.H. Chen. (2023) How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions. Teaching and Teacher Education 121, pages 103931.
Crossref
Travis Cramer, Elise Cappella, Pamela Morris & Alejandro Ganimian. (2023) Measuring and predicting teachers’ commitment to implementing evidence-based programs. Early Childhood Research Quarterly 64, pages 405-415.
Crossref
Kelsey A. Clayback, Amanda P. Williford & Virginia E. Vitiello. (2022) Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education. Prevention Science 24:1, pages 27-38.
Crossref
Andy J. Frey, Elise T. Pas, Keith C. Herman & Jason R. Small. 2023. Handbook of School Mental Health. Handbook of School Mental Health 451 465 .
Catherine P. Bradshaw, Jonathan Cohen, Dorothy L. Espelage & Maury Nation. 2023. Handbook of School Mental Health. Handbook of School Mental Health 439 449 .
Catherine P. Bradshaw. 2023. Handbook of School Mental Health. Handbook of School Mental Health 409 417 .
Clayton R. Cook, Madeline Larson & Yanchen Zhang. 2023. Handbook of School Mental Health. Handbook of School Mental Health 391 405 .
Katelyn Wargel-Fisk, Amy Kerr, Jack Baker & Paul Flaspohler. 2023. Handbook of School Mental Health. Handbook of School Mental Health 233 249 .
Karen L. Thierry, Amanda Page, Cailin Currie, Jordan Posamentier, Yangyang Liu, Jane Choi, Haleigh Randall, Poojashree Rajanbabu, Tia E. Kim & Sherri C. Widen. (2022) How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach. Frontiers in Education 7.
Crossref
Leah J. Hunter, Benjamin L. Bayly, Karen L. Bierman, Janet A. Welsh & Julia M. Gest. (2022) Predicting school readiness program implementation in community-based childcare centers. Frontiers in Psychology 13.
Crossref
Anna Toropova, Christina Björklund, Gunnar Bergström, Liselotte Schäfer Elinder, Kjerstin Stigmar, Charlotte Wåhlin, Irene Jensen & Lydia Kwak. (2022) Effectiveness of a multifaceted implementation strategy for improving adherence to the guideline for prevention of mental ill-health among school personnel in Sweden: a cluster randomized trial. Implementation Science 17:1.
Crossref
Cassandra Lane, Patti-Jean Naylor, Adam Shoesmith, Luke Wolfenden, Alix Hall, Rachel Sutherland & Nicole Nathan. (2022) Identifying essential implementation strategies: a mixed methods process evaluation of a multi-strategy policy implementation intervention for schools. International Journal of Behavioral Nutrition and Physical Activity 19:1.
Crossref
Biljana Meshkovska, Daniel A. Scheller, Janine Wendt, Hannah Jilani, Marie Scheidmeir, Jan M. Stratil & Nanna Lien. (2022) Barriers and facilitators to implementation of direct fruit and vegetables provision interventions in kindergartens and schools: a qualitative systematic review applying the consolidated framework for implementation research (CFIR). International Journal of Behavioral Nutrition and Physical Activity 19:1.
Crossref
Karolina Lobczowska, Anna Banik, Piotr Romaniuk, Sarah Forberger, Thomas Kubiak, Biljana Meshkovska, Agnieszka Neumann-Podczaska, Krzysztof Kaczmarek, Marie Scheidmeir, Janine Wendt, Daniel A. Scheller, Katarzyna Wieczorowska-Tobis, Juergen M. Steinacker, Hajo Zeeb & Aleksandra Luszczynska. (2022) Frameworks for implementation of policies promoting healthy nutrition and physically active lifestyle: systematic review. International Journal of Behavioral Nutrition and Physical Activity 19:1.
Crossref
Bo Wang, Lynette Deveaux, Carly Herbert, Xiaoming Li, Lesley Cottrell, Richard Adderley, Maxwell Poitier, Arvis Mortimer, Glenda Rolle, Sharon Marshall, Nikkiah Forbes & Bonita Stanton. (2022) Comparing standard versus enhanced implementation of an evidence-based HIV prevention program among Bahamian sixth grade students: findings from nationwide implementation trials. BMC Public Health 22:1.
Crossref
Hursuong Vongsachang, Jonathan Callan, Alyssa M. Kretz, Madison Wahl, M. Rani Mukherjee, Amanda Neitzel, David S. Friedman & Megan E. Collins. (2022) Teacher and school staff perspectives on their role in school-based vision programs. Canadian Journal of Ophthalmology 57:6, pages 381-387.
Crossref
Gwendolyn M. Lawson, Julie Sarno Owens, David S. Mandell, Samantha Tavlin, Steven Rufe, Amy So & Thomas J. Power. (2022) Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions. School Mental Health 14:4, pages 844-862.
Crossref
Catrinel A. Ștefan, Ingrid Dănilă & Delia Cristescu. (2022) Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs. Educational Psychology Review 34:4, pages 2971-3010.
Crossref
Bronwen Maxwell, Jonathan Sharples & Mike Coldwell. (2022) Developing a systems‐based approach to research use in education. Review of Education 10:3.
Crossref
Liam Kelly, Cliona Twohig, Catherine B Woods, Aleksandra Luszczynska, Celine Murrin, Nanna Lien, Biljana Meshkovska, Carlijn B M Kamphuis, Maartje P Poelman, Laura Terragani, Sarah Forberger, Antje Hebestreit, Wolfgang Ahrens & Janas M Harrington. (2022) Reaching consensus on definitions for food and physical activity policies: experience from the Policy Evaluation Network. European Journal of Public Health 32:Supplement_4, pages iv10-iv20.
Crossref
Geneviève Mák, Alexandra Fortier, Heather Smith Fowler, Andrea Bobadilla & Jennifer Rae. (2022) Focusing on Uptake: The Evolution of an Evidence-Informed Classroom Resource for Student Mental Health. Canadian Journal of Community Mental Health, pages 1-19.
Crossref
Yibeltal Siraneh, Mirkuzie Woldie & Zewdie Birhanu. (2022) Assessment of Implementation Outcome Measures for Positive Deviance Approach as a New Strategy to Promote Exclusive Breastfeeding: A Psychometric Follow-Up Study. International Journal of Women's Health Volume 14, pages 1579-1601.
Crossref
Dong Nguyen, Nicholas J. Kleeman, Zali Yager, Alexandra G. Parker, Mandie B. Shean, Willow Jefferies, Elisabeth Wilson‐Evered, Christopher P. Pucinischi & Michaela C. Pascoe. (2021) Identifying barriers and facilitators to implementing mindfulness‐based programmes into schools: A mixed methods study. Applied Psychology: Health and Well-Being 14:4, pages 1172-1188.
Crossref
Catherine DeCarlo Santiago, Yvita Bustos, Susana S. Sosa, Sarah A. Jolie, Roxanna Flores Toussaint, Sarah Gebhardt, David Stern & Karen S. Budd. (2022) Examining the implementation of Teacher–Child Interaction Training‐Universal in public schools. Psychology in the Schools 59:11, pages 2208-2228.
Crossref
Elisa S. Shernoff, Allison K. Ruork, Erum Nadeem & Shireen L. Rizvi. (2022) The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools. Psychology in the Schools 59:11, pages 2229-2250.
Crossref
Baiba Martinsone, Ieva Stokenberga & Ilaria Grazzani. (2022) Monitoring system of implementation of the Promoting Mental Health at Schools (PROMEHS) program. Frontiers in Psychology 13.
Crossref
Rosa Alberto, Gitte van Helden & Arthur Bakker. (2022) Action-Based Embodied Design for Proportions: From the Laboratory to the Classroom. Implementation and Replication Studies in Mathematics Education 2:2, pages 174-207.
Crossref
Andrea Delaney, Claire V. Crooks, Karen Bax, Sandra Savage & Terry Spencer. (2022) Partnering to Support a Mindfulness-Informed Social and Emotional Learning Program in Elementary Schools: Strategies Aligned with the Quality Implementation Framework. Canadian Journal of Community Mental Health, pages 1-19.
Crossref
Eric K. Layland, Linda L. Caldwell, Nilam Ram, Edward A. Smith, Lisa Wegner & Joachim J. Jacobs. (2022) Adolescent Substance Use Behavior Change Through School Intervention Is Improved by Teacher and School Implementation Support Together, Especially for Girls. Prevention Science 23:7, pages 1251-1263.
Crossref
Harriet Koorts, Anna Timperio, Gavin Abbott, Lauren Arundell, Nicola D. Ridgers, Ester Cerin, Helen Brown, Robin M. Daly, David W. Dunstan, Clare Hume, Mai J. M. Chinapaw, Marj Moodie, Kylie D. Hesketh & Jo Salmon. (2022) Is level of implementation linked with intervention outcomes? Process evaluation of the TransformUs intervention to increase children’s physical activity and reduce sedentary behaviour. International Journal of Behavioral Nutrition and Physical Activity 19:1.
Crossref
Bina Ram, Kimberley A Foley, Esther van Sluijs, Dougal S Hargreaves, Russell M Viner & Sonia Saxena. (2022) Developing a core outcome set for physical activity interventions in primary schools: a modified-Delphi study. BMJ Open 12:9, pages e061335.
Crossref
Julia Petrovic, Jessica Mettler, Amanda Argento, Dana Carsley, Elana Bloom, Shaun Sullivan & Nancy L. Heath. (2022) Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation. Journal of School Health 92:9, pages 853-863.
Crossref
Jeongmin Lee & Stephanie Simmons Zuilkowski. (2021) “I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi. British Journal of Educational Psychology 92:3, pages 974-993.
Crossref
James L. Merle, Madeline F. Larson, Clayton R. Cook, Stephanie K. Brewer, Corinne Hamlin, Mylien Duong, Jenna L. McGinnis, Andrew J. Thayer, Larissa M. Gaias & Aaron R. Lyon. (2022) A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices. Psychology in the Schools 59:9, pages 1825-1843.
Crossref
Joni W. Splett, Kelly Perales, Elaine Miller, Samantha N. Hartley, Abraham Wandersman, Colleen A. Halliday & Mark D. Weist. (2022) Using readiness to understand implementation challenges in school mental health research. Journal of Community Psychology 50:7, pages 3101-3121.
Crossref
Claire V. Crooks, Caely Dunlop & Kathy Short. (2022) A Structured Conceptualization of Implementation-Sensitive Interventions for School Mental Health. Canadian Journal of Community Mental Health, pages 1-17.
Crossref
Natasha Pearce, Helen Monks, Narelle Alderman, Lydia Hearn, Sharyn Burns, Kevin Runions, Jacinta Francis & Donna Cross. (2022) ‘It’s All About Context’: Building School Capacity to Implement a Whole-School Approach to Bullying. International Journal of Bullying Prevention.
Crossref
Eibhlin H. Walsh, Jennifer McMahon & Matthew P. Herring. (2022) Research Review: The effect of school‐based suicide prevention on suicidal ideation and suicide attempts and the role of intervention and contextual factors among adolescents: a meta‐analysis and meta‐regression. Journal of Child Psychology and Psychiatry 63:8, pages 836-845.
Crossref
Lindsey Turner, Hannah G. Calvert, Christopher M. Fleming, Teri Lewis, Carl Siebert, Nate Anderson, Tate Castleton, Ashley Havlicak & Michaela McQuilkin. (2022) Study protocol for a cluster-randomized trial of a bundle of implementation support strategies to improve the fidelity of implementation of schoolwide Positive Behavioral Interventions and Supports in rural schools. Contemporary Clinical Trials Communications 28, pages 100949.
Crossref
Katie Massey Combs, Pamela R. Buckley, Marion Amanda Lain, Karen M. Drewelow, Grace Urano & Suzanne E. U. Kerns. (2022) Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions. Prevention Science 23:6, pages 969-981.
Crossref
Kristina Conroy, Hanan Salem, Christopher Georgiadis, Natalie Hong, Aileen Herrera, Jami M. Furr, Jennifer Greif Green & Jonathan S. Comer. (2021) Gauging Perceptions and Attitudes About Student Anxiety and Supports Among School-Based Providers. School Mental Health 14:2, pages 374-390.
Crossref
Ann Partee, Amanda Williford & Jessica Whittaker. (2021) Implementing Banking Time with Teachers and Preschoolers Displaying Disruptive Behaviors: Links Between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher–Child Interactions. School Mental Health 14:2, pages 341-356.
Crossref
Tali Raviv, Mashana Smith, Laura Hurwitz, Tara L. Gill, Sybil Baker, Stephanie A. Torres, Iman E. Bowen & Colleen Cicchetti. (2022) Supporting school‐community collaboration for the implementation of a multi‐tiered school mental health program: The Behavioral Health Team model. Psychology in the Schools 59:6, pages 1239-1258.
Crossref
Tracy Evian Waasdorp, Brooke S. Paskewich, Christine Waanders, Rui Fu & Stephen S. Leff. (2022) The Preventing Relational Aggression in Schools Everyday (PRAISE) Program: Adaptations to Overcome Subgroup Differences in Program Benefits. Prevention Science 23:4, pages 552-562.
Crossref
Bonnie J. Solomon, Brandon Stratford, Heather Steed, Sarah Sun & Deborah Temkin. (2022) Implementation of a Capacity-Building Framework to Improve School Climate in an Urban School System. Journal of Prevention and Health Promotion 3:2, pages 195-230.
Crossref
Katherine Pickard, Allison Meyer, Nuri Reyes, Tanea Tanda & Judy Reaven. (2021) Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings. Autism 26:3, pages 640-653.
Crossref
Emma Soneson, Anne-Marie Burn, Joanna K. Anderson, Ayla Humphrey, Peter B. Jones, Mina Fazel, Tamsin Ford & Emma Howarth. (2022) Determining stakeholder priorities and core components for school-based identification of mental health difficulties: A Delphi study. Journal of School Psychology 91, pages 209-227.
Crossref
Rafael Sánchez-Puertas, Silvia Vaca-Gallegos, Carla López-Núñez & Pablo Ruisoto. (2022) Prevention of Alcohol Consumption Programs for Children and Youth: A Narrative and Critical Review of Recent Publications. Frontiers in Psychology 13.
Crossref
Anne Richter, My Sjunnestrand, Maria Romare Strandh & Henna Hasson. (2022) Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. International Journal of Environmental Research and Public Health 19:6, pages 3489.
Crossref
Anna March, Emma Ashworth, Carla Mason, Joao Santos, Rosie Mansfield, Emily Stapley, Jessica Deighton, Neil Humphrey, Nick Tait & Daniel Hayes. (2022) ‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. International Journal of Environmental Research and Public Health 19:6, pages 3367.
Crossref
Hilde Hofslundsengen, Melanie Kirmess, Linn Stokke Guttormsen, Kari-Anne Bottegaard Næss & Elaina Kefalianos. (2022) Systematic review of implementation quality of non-pharmacological stuttering intervention trials for children and adolescents. Journal of Fluency Disorders 71, pages 105884.
Crossref
Kevin S. Sutherland, Bryce D. McLeod, Maureen A. Conroy & Nicholas Mccormick. (2021) Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions. School Mental Health 14:1, pages 7-19.
Crossref
Michael Wilson, Kate Gwyther, Ray Swann, Kate Casey, Ross Featherston, John L Oliffe, Matt Englar-Carlson & Simon M Rice. (2022) Operationalizing positive masculinity: a theoretical synthesis and school-based framework to engage boys and young men. Health Promotion International 37:1.
Crossref
Mallory Quinn, Kwang‐Sun Cho Blair, Marissa Novotny & Shreeya Deshmukh. (2021) Pilot study of a manualized behavioral coaching program to improve dance performance. Journal of Applied Behavior Analysis 55:1, pages 180-194.
Crossref
Megan E. CollinsXinxing Guo, Michael X. Repka, Amanda J. Neitzel & David S. Friedman. (2022) Lessons Learned From School-Based Delivery of Vision Care in Baltimore, Maryland. Asia-Pacific Journal of Ophthalmology 11:1, pages 6-11.
Crossref
Rosie Mansfield, Neil Humphrey & Praveetha Patalay. (2021) Educators’ perceived mental health literacy and capacity to support students’ mental health: associations with school-level characteristics and provision in England. Health Promotion International 36:6, pages 1621-1632.
Crossref
Nida Mirza, Rafiza Abdul Razak & Umi Kalsum Mohd Salleh. (2021) Exploring Educative Components to Conceptualize an Effective Implementation of Reading Discipline Curricula in Pre-service Teacher-Education Program. Curriculum and Teaching 36:2, pages 5-23.
Crossref
Heather L. Bullock, John N. Lavis, Michael G. Wilson, Gillian Mulvale & Ashleigh Miatello. (2021) Understanding the implementation of evidence-informed policies and practices from a policy perspective: a critical interpretive synthesis. Implementation Science 16:1.
Crossref
Fira Abamecha, Gachena Midaksa, Morankar Sudhakar, Lakew Abebe, Yohannes Kebede, Guda Alemayehu & Zewdie Birhanu. (2021) Perceived sustainability of the school-based social and behavior change communication (SBCC) approach on malaria prevention in rural Ethiopia: stakeholders’ perspectives. BMC Public Health 21:1.
Crossref
Thomas Engell, Cecilie Varsi, Birgitte Graverholt & Karina M. Egeland. (2021) Launch of the Norwegian Network for Implementation Research (NIMP): Proceedings from the First Annual Conference. Global Implementation Research and Applications 1:4, pages 223-232.
Crossref
Kristy L. Brann, Shereen C. Naser, Joni W. Splett & Courtney A. DiOrio. (2021) A mixed‐method analysis of the implementation process of universal screening in a tiered mental health system. Psychology in the Schools 58:11, pages 2089-2113.
Crossref
Travis Cramer, Alejandro Ganimian, Pamela Morris & Elise Cappella. (2021) The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs. Journal of School Psychology 88, pages 85-100.
Crossref
Emilie Phillips Smith, Dawn P. Witherspoon & Pui-Wa Lei. (2021) The “Haves, Have Some, and Have Nots:” a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs. Prevention Science 22:7, pages 971-985.
Crossref
Katie Massey Combs, Karen M. Drewelow, Marian Silje Habesland, Marion Amanda Lain & Pamela R. Buckley. (2021) Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?. Prevention Science 22:7, pages 928-938.
Crossref
Hamidou Issaka Diori. (2021) Deductive Models of Policy Implementation and their Impact on Policy Outcome: A Critical Assessment. Advanced Journal of Social Science 9:1, pages 1-9.
Crossref
Mojdeh Motamedi, Linda L. Caldwell, Edward A. Smith, Lisa Wegner & Joachim Jacobs. (2020) Supporting South African High School Teachers' Implementation of a Prevention Program via Abridged Consultation: Outcomes and Moderators. American Journal of Community Psychology 68:1-2, pages 61-72.
Crossref
Joanne R Beames, Lara Johnston, Bridianne O'Dea, Michelle Torok, Helen Christensen, Katherine M Boydell & Aliza Werner-Seidler. (2021) Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study. Journal of Medical Internet Research 23:8, pages e26223.
Crossref
Minna Berg, Markus Talvio, Lauri Hietajärvi, Isabel Benítez, Valeria Cavioni, Elisabetta Conte, Francisco Cuadrado, Marco Ferreira, Matej Košir, Baiba Martinsone, Veronica Ornaghi, Irena Raudiene, Daiva Šukyte, Sanela Talić & Kirsti Lonka. (2021) The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European Countries. Frontiers in Psychology 12.
Crossref
Elise T. Pas & Catherine P. Bradshaw. (2021) Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing. Prevention Science 22:6, pages 683-688.
Crossref
Luis Salvador-Carulla, Ana Fernandez, Haribondhu Sarma, John Mendoza, Marion Wands, Coralie Gandre, Karine Chevreul & Sue Lukersmith. (2021) Impact of Ed-LinQ: A Public Policy Strategy to Facilitate Engagement between Schools and the Mental Health Care System in Queensland, Australia. International Journal of Environmental Research and Public Health 18:15, pages 7924.
Crossref
Marloes D. A. van Verseveld, Minne Fekkes, Ruben G. Fukkink & Ron J. Oostdam. (2021) Effects of Implementing Multiple Components in a School‐Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools. Child Development 92:4, pages 1605-1623.
Crossref
Hayley J. Goldenthal, Tali Raviv, Sybil Baker, Carmen Holley, Faith Summersett Williams & Karen R. Gouze. (2021) Development of a training and implementation model for school‐based behavioral health interventions. Psychology in the Schools 58:7, pages 1299-1319.
Crossref
Irma J. Evenhuis, Ellis L. Vyth, Femke van Nassau, Lydian Veldhuis, Marjan J. Westerman, Jacob C. Seidell & Carry M. Renders. (2021) What Do Secondary Schools Need to Create Healthier Canteens? The Development of an Implementation Plan. Frontiers in Public Health 9.
Crossref
Jorunn S. Randby, Biljana Meshkovska, Helene Holbæk & Nanna Lien. (2021) An Exploration of Implementation Enablers and Barriers for Norwegian School Meal Guidelines. Global Implementation Research and Applications 1:2, pages 122-134.
Crossref
Denise Renninger, David J. Sturm, Claus Krieger & Yolanda Demetriou. (2021) Förderung der körperlichen Aktivität von Mädchen im SportunterrichtPromoting girlsʼ physical activity in physical education. German Journal of Exercise and Sport Research 51:2, pages 222-231.
Crossref
Margaret E. Crane, Katherine E. Phillips, Colleen A. Maxwell, Lesley A. Norris, Lara S. Rifkin, Jacob M. Blank, Samantha D. Sorid, Kendra L. Read, Anna J. Swan, Philip C. Kendall & Hannah E. Frank. (2021) A Qualitative Examination of a School-Based Implementation of Computer-Assisted Cognitive-Behavioral Therapy for Child Anxiety. School Mental Health 13:2, pages 347-361.
Crossref
Г.А. Арсаханова. (2021) Formation of the ability to implement anti-stress actions. Management of Education:3, pages 230-239.
Crossref
Elizabeth Connors, Gwendolyn Lawson, Denise Wheatley-Rowe & Sharon Hoover. (2020) Exploration, Preparation, and Implementation of Standardized Assessment in a Multi-agency School Behavioral Health Network. Administration and Policy in Mental Health and Mental Health Services Research 48:3, pages 464-481.
Crossref
Lisa Fohlin, Mina Sedem & Mara Westling Allodi. (2021) Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context. Frontiers in Education 6.
Crossref
Lotus Sofie Bast, Henriette Bondo Andersen, Anette Andersen, Stine Glenstrup Lauemøller, Camilla Thørring Bonnesen & Rikke Fredenslund Krølner. (2021) School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study. Prevention Science 22:3, pages 312-323.
Crossref
Sookyung Kim, Seunghyun Yoo, Sung-il Cho, Hanna Jung & Yeaseul Yang. (2021) Experiences of the First Year Implementation of a Nationwide School-Based Smoking Prevention Program in Korea. International Journal of Environmental Research and Public Health 18:6, pages 3291.
Crossref
Tracy Evian Waasdorp, Krista R. Mehari & Catherine P. Bradshaw. 2021. The Wiley Blackwell Handbook of Bullying. The Wiley Blackwell Handbook of Bullying 490 509 .
Kimberly T. Arnold, Keshia M. Pollack Porter, Shannon Frattaroli, Rachel E. Durham, Laura K. Clary & Tamar Mendelson. (2021) Multilevel Barriers and Facilitators to Sustainability of a Universal Trauma-Informed School-Based Mental Health Intervention Following an Efficacy Trial: A Qualitative Study. School Mental Health 13:1, pages 174-185.
Crossref
Bridget Poznanski, Katie C. Hart & Paulo A. Graziano. (2020) What Do Preschool Teachers Know About Attention-Deficit/Hyperactivity Disorder (ADHD) and Does It Impact Ratings of Child Impairment?. School Mental Health 13:1, pages 114-128.
Crossref
Patricia Grady-Dominguez, Jo Ragen, Julia Sterman, Grace Spencer, Paul Tranter, Michelle Villeneuve & Anita Bundy. (2021) Expectations and Assumptions: Examining the Influence of Staff Culture on a Novel School-Based Intervention to Enable Risky Play for Children with Disabilities. International Journal of Environmental Research and Public Health 18:3, pages 1008.
Crossref
Ashley Wolfe Reilly. 2021. Leading Schools With Social, Emotional, and Academic Development (SEAD). Leading Schools With Social, Emotional, and Academic Development (SEAD) 42 55 .
Aoife Gallagher, Carol-Anne Murphy, Johanna Fitzgerald & James Law. (2022) Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review. HRB Open Research 4, pages 41.
Crossref
Aoife Gallagher, Carol-Anne Murphy, Johanna Fitzgerald & James Law. (2021) Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review. HRB Open Research 4, pages 41.
Crossref
Catherine Carlson, Sophie Namy, Janet Nakuti, Laura Mufson, Carin Ikenberg, Olive Musoni, Laura Hopson, Katharina Anton-Erxleben, Dipak Naker & Milton L. Wainberg. (2021) Student, teacher, and caregiver perceptions on implementing mental health interventions in Ugandan schools. Implementation Research and Practice 2, pages 263348952110512.
Crossref
Ingunn Størksen, Sigrun K. Ertesvåg & Mari Rege. (2021) Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care. International Journal of Educational Research 108, pages 101782.
Crossref
Jill Locke, Maria L. Hugh, Michael D. Pullmann, Heather Cook, Jessica Coifman, Erin McRee, Mahima Joshi, Aaron R. Lyon & Ilene Schwartz. (2021) Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism: Study protocol. International Journal of Educational Research 108, pages 101779.
Crossref
Florianne Rademaker, Anke de Boer, Elisa Kupers & Alexander Minnaert. (2021) It also takes teachers to tango: Using social validity assessment to refine an intervention design. International Journal of Educational Research 107, pages 101749.
Crossref
Mari-Anne Sørlie. (2021) Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS). International Journal of Educational Research Open 2, pages 100082.
Crossref
Kaitlyn Ahlers, Maria L. Hugh, Lindsay Frederick & Jill Locke. 2021. Prevention Science and Research in Intellectual and Developmental Disabilities. Prevention Science and Research in Intellectual and Developmental Disabilities 99 132 .
Kwang‐Sun Cho Blair, Eun‐Young Park & Won‐Ho Kim. (2020) A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports. Psychology in the Schools 58:1, pages 141-161.
Crossref
Chloé Tolmatcheff, Neda Bebiroglu & Benoît Galand. (2020) L’aménagement des cours de récréation et l’organisation d’espaces de parole permettent-ils de réduire le harcèlement scolaire ?Can redesigning the school playground and setting up classroom forums help to reduce bullying?. Revue française de pédagogie:209, pages 129-147.
Crossref
Anne-Marie Burn, Maris Vainre, Ayla Humphrey & Emma Howarth. (2020) Evaluating the CYP-IAPT transformation of child and adolescent mental health services in Cambridgeshire, UK: a qualitative implementation study. Implementation Science Communications 1:1.
Crossref
Tove Skarbø & Steven M. Balmbra. (2020) Establishment of a multifamily therapy (MFT) service for young adults with a severe eating disorder – experience from 11 MFT groups, and from designing and implementing the model. Journal of Eating Disorders 8:1.
Crossref
Lauren Herlitz, Helen MacIntyre, Tom Osborn & Chris Bonell. (2020) The sustainability of public health interventions in schools: a systematic review. Implementation Science 15:1.
Crossref
Ingrid Skage, Sigrun K. Ertesvåg, Pål Roland & Sindre M. Dyrstad. (2020) Implementation of physically active lessons: A 2-year follow-up. Evaluation and Program Planning 83, pages 101874.
Crossref
Natalie Lander, Emiliano Mazzoli, Samuel Cassar, Naomi Symington & Jo Salmon. (2020) Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations. Children 7:11, pages 207.
Crossref

Displaying 200 of 424 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Supercharge Your Next Research Paper: Research and write your next paper with Jenni AI.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.