The Conceptualization, Integration, and Support of Evidence-Based Interventions in the Schools

The authors are both affiliated with the Johns Hopkins University Center for Prevention and Early Intervention, directed by Nicholas Ialongo. During preparation of this article, Dr. Becker was supported by the National Institute of Mental Health (T32 MH18834).

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Notes on contributors

Kimberly D. Becker

Kimberly D. Becker, PhD, is a clinical psychologist and researcher at the Johns Hopkins Bloomberg School of Public Health Center for Prevention and Early Intervention (CPEI). Her research and applied work involves the common elements of evidence-based practices, violence prevention, and implementation supports to enhance the quality of evidence-based interventions. While at CPEI, she has been leading an effort to develop a manualized coaching model to support teacher proficiency with two universal preventive interventions (i.e., Good Behavior Game and Promoting Alternative Thinking Strategies). She is also involved in developing and testing web-based teacher and coach training and mentoring programs related to these interventions. She received her bachelor's degree from the College of William & Mary, her doctorate in psychology from the University of Arizona, and her clinical respecialization certificate from the University of Hawaii.

Celene E. Domitrovich

Celene E. Domitrovich is the assistant director of the Prevention Research Center for the Promotion of Human Development at Penn State University. She is also an adjunct faculty member in the Human Development and Family Studies department at Penn State and the Department of Mental Health at Johns Hopkins University. She is interested in the development of social and emotional competence in young children, the role of teachers in children's acquisition of these skills, and how these skills are related to success in school. She is the developer of Preschool PATHS, a curriculum that fosters social-emotional learning in young children. In addition to evaluating her own intervention, she has conducted several randomized trials of school-based preventive interventions for children in elementary and middle school. She is particularly interested in testing integrated intervention models and Type II translational research studies regarding the implementation and dissemination of evidence-based interventions in communities. She has coauthored two federal reports for the Center for Mental Health Services at the Substance Abuse and Mental Health Services Administration. The first was a review of programs that have been effective in preventing mental health disorders, and the second described a conceptual model of implementation of preventive interventions in schools. She is a member of the research advisory committee for the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served two terms on the board of the Society for Prevention Research one of which as the Chair of the Early Career Prevention Network. In 2011, she won the CASEL Joseph E. Zins award for Action Research in Social Emotional Learning. In addition to conducting research, she spends her time working with local communities in Pennsylvania and Maryland evaluating school-based interventions designed to improve the lives of children and families and prevent adolescent problems including substance abuse, mental disorders and dropout.