Universal Interventions
Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts
Bibliographic Data
| ID | 23331230 |
|---|---|
| Authors | Mark T Greenberg (0000-0001-7189-5882, Pennsylvania State University, corresponding author), Rachel M Abenavoli (Pennsylvania State University), Rachel Abenavoli (0000-0002-9125-9792, Pennsylvania State University, University Park, Pennsylvania, USA) |
| Year | 2017 |
| Volume | 10 |
| Issue | 1 |
| Pages | 40-67 |
| Publication date | 2017-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Educational Effectiveness (JOURNAL) |
| Journal identifiers | ISSN: 1934-5747 • E-ISSN: 1934-5739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19345747.2016.1246632 |
| OpenAlex | W2531443228 |
| Language | EN |
| Citations received | 74 |
| References cited | 105 |
In this article we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entire populations and their relevance to education, we raise issues regarding the traditional benchmarks of efficacy when applied to universal intervention trials and suggest alternative metrics for judging the impact of universal approaches. We conclude with lessons based on exemplar studies to help shape future research and policy regarding universal interventions.
Conversation · Intervention (counseling) · Mental health · Political science · Population · Psychological intervention · Relevance (law) · Sociology · Universal design · Value (mathematics) · Child and Adolescent Psychosocial and Emotional Development · Community Health and Development · Computer Science · Early Childhood Education and Development · Psychology
Universal School-Based Social-Emotional Learning and Early Adolescent Police Contact
Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme
The Relative Importance of Family, School, and Leisure Activities for the Mental Wellbeing of Adolescents
Bullying Victimization and Problem Video Gaming
Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students’ Learning and Study Skills
Partnerships at the Interface of Education and Mental Health Services
Training Early Childhood Teachers to Support Children’s Social and Emotional Learning
Effects of a School-Based Intervention on Frequency and Quality of Adolescent-Parent/Caregiver Sexuality Communication
A randomized controlled trial of the combination of two school-based universal preventive interventions
Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers
Social and Emotional Learning as a Public Health Approach to Education
A national experiment reveals where a growth mindset improves achievement
Long-term impacts of the Care program on teachers' self-reported social and emotional competence and well-being
The Application of Latent Class Analysis for Investigating Population Child Mental Health
Persistence and Fade-Out of Educational-Intervention Effects
The Efficacy of Targeted Mindfulness-Based Interventions for Improving Mental Health and Cognition Among Youth and Adults with ACE Histories
Effectiveness of the Mantente Real Program for Preventing Alcohol Use in Spanish Adolescents
Adverse Childhood Experiences and Addictive Behaviors in Adolescence
Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health
Relative Reduction in Prevalence (RRP)
An Umbrella Review of Meta-analyses of School-Based Mindfulness Based Interventions (MBIs)
Opportunities to Improve the Implementation of Relational Health Interventions for Children and Families
A Living Scoping Review of Universal Interventions for Promoting Relational Health in Childhood, Adolescence and Young Adulthood
Mapping What Works to Strengthen the Relational Ecology of Early Child Development
Physical activity during education outside the classroom and its associations with pupils’ psychological need satisfaction and intrinsic school motivation
Evidence-based education
A protocol for a critical realist synthesis of school mindfulness interventions designed to promote pupils’ mental wellbeing
Exploring factors associated with student wellbeing in the United Arab Emirates
A person-centered approach to investigating the effectiveness of individualized reading interventions based on the response-to-intervention model in South Korea
Enhancing home visits to promote parents’ sensitive scaffolding among families living in poverty
The Incredible Years Teacher Classroom Management Program
The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes
Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems
Combating effort avoidance in computer adaptive practicing
Strengthening wellbeing in schools after Covid-19
The Effects of a Tier 1 Self‐Regulation Intervention on Elementary Students’ Engagement and Reading Comprehension
Dual factor mental health model
Solid as a rock, flexible as water? Effectiveness of a school-based intervention addressing students' intrapersonal and interpersonal domains
Systematic review of the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools
Distributional moderation analysis
Conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research
An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students
Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartnerTM
Playing the long game
Does affirming children's autonomy and prosocial intentions help? A microtrial into intervention component effects to improve psychosocial behavior
Impact of a schoolwide social and emotional learning implementation model on student outcomes
Questioning Your Brilliance in Physics
Prevention
Applying the PROSPER prevention delivery system with middle schools
Child and school staff perceptions and experiences of universal social and emotional learning curricula in context
Effectiveness of the International Child Development Programme
The language of play
Developing together
Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles
Universal strategies for the improvement of expressive language skills in the primary classroom
Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools
Cross-System Collaboration and Engagement of the Public Health Model to Promote the Well-Being of Children and Families
Effectiveness of Violence Prevention Interventions
Heterogeneity of Effects in a Prosociality‐Based Intervention to Reduce Loneliness and Increase Social Contact
The Influence “Paradox”
Promoting personal and social skills in youth with disruptive behaviors
Effects of Classroom-Based Psychoeducational Interventions
Social-emotional learning intervention effects
What works” registries of interventions to improve child and youth psychosocial outcomes
Risk, Resilience, and Chinese Youth’s Psychosocial Adjustment
Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting
A Science-Driven Model of Community Collaboration to Improve Youth Outcomes
Promoting Social and Emotional Learning in Middle School
Effects of a Whole-School Prevention Program Targeting Mental Health and Nonsuicidal Self-Injury in Swedish Adolescents
Effectiveness of an Upper Middle School Social and Emotional Learning Program in Portugal
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Interpreting Effect Sizes of Education Interventions
Can a Universal Mindfulness Intervention in Schools Reduce ADHD Symptoms among Adolescents? A Cluster Randomized Controlled Trial
Minority Stress as a Multidimensional Predictor of LGB+ Adolescents' Mental Health Outcomes
Standards of Evidence
Early School Dropout
Epigenetics and the Biological Definition of Gene × Environment Interactions
Prenatal and Infancy Home Visiting by Nurses
Promoting and Protecting Youth Mental Health Through Evidence-Based Prevention and Treatment.
Intellectual Impairment in Children with Blood Lead Concentrations below 10 μg per Deciliter
School-Based Interventions for Aggressive and Disruptive Behavior
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools
Variable Selection for Propensity Score Models
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students
PROSPER Community–University Partnership Model for Public Education Systems
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Latent Class Analysis
On effect size.
Effect Size, Practical Importance, and Social Policy for Children
Heart Disease and Stroke Statistics—2013 Update
Estimating Causal Effects from Large Data Sets Using Propensity Scores
Sick individuals and sick populations
The prevention of depressive symptoms in children and adolescents
A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence
Long-Term Protective Factor Outcomes of Evidence-based Interventions Implemented by Community Teams Through a Community–University Partnership
The Economic Value of Social and Emotional Learning
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Sick Individuals and Sick Populations
Preventing Antisocial Behavior
Core Elements of Developmental Epidemiologically Based Prevention Research
Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children's Aggression
Early Social-Emotional Functioning and Public Health
Universal Intervention as a Protective Shield Against Exposure to Substance Use
Independent and Interactive Effects of Smoking Bans and Tobacco Taxes on a Cohort of US Young Adults
School Engagement Trajectories and Their Differential Predictive Relations to Dropout
Causal inference and developmental psychology
Evidence-Based Education Policies
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
Hard evidence on soft skills
Promoting Academic and Social-Emotional School Readiness
The Impact of Enhancing Students' Social and Emotional Learning
| Unique citing works | 74 |
|---|---|
| Citations per year | 8,22 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 65 |