Sean Grant

Photo of Sean Grant
Adjunct Behavioral and Social Scientist; Professor, Pardee RAND Graduate School
Off Site Office

Education

Ph.D. in social intervention, University of Oxford; M.Sc. in evidence-based social intervention, University of Oxford; B.A. in psychology, Loyola Marymount University; B.A.. in philosophy, Loyola Marymount University

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email media@rand.org.

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Overview

Sean Grant is an adjunct behavioral and social scientist at the RAND Corporation and professor at the Pardee RAND Graduate School. He is interested in advancing the transparency, openness, and rigor of intervention research for evidence-based policy and practice. He principally researches interventions for behavioral health, though he is interested in intervention research methodology across the behavioral, social, and health sciences.

Grant currently leads several projects developing methodological guidance for social and psychological intervention researchers on reporting: trial protocols (BITSS and LJAF; PI), completed randomized controlled trials (UK ESRC; RAND PI), and confidence in the body of evidence used to estimate intervention effects (UK ESRC, RAND PI). He is also PI of two projects that are exploring the intersection of open science with Institutional Review Boards (RWJF) and evidence tiers for social interventions (LJAF), as well as Co-I for a project to create an online method for patient and caregiver engagement in clinical guideline development (PCORI). Substantively, Grant is co-PI of a project on social and emotional learning interventions under the Every Student Succeeds Act (Wallace Foundation), co-I of a project to identify and evaluate decision rules for adolescent substance use treatment (NIDA), and a team leader for a series of systematic reviews on interventions for behavioral health conditions (PHCoE).

Grant completed his masters and doctoral degrees at the Centre for Evidence-Based Intervention, University of Oxford. At RAND, he is an investigator with both the Southern California Evidence-based Practice Center and the ExpertLens research team.

Pardee RAND Graduate School Courses

  • https://www.prgs.edu/degree-program/courses/applying-behavioral-insights-and-behavioral-economics.html

Concurrent Non-RAND Positions

Associate Member, Centre for Evidence-Based Intervention, University of Oxford

Recent Projects

  • Transparency of research underpinning social intervention tiers
  • Open science and institutional review boards
  • Rating confidence in evidence on the effects of complex interventionss
  • Developing adaptive interventions for adolescent substance use treatment settings
  • Social and emotional learning interventions under the Every Student Succeeds Act

Selected Publications

Grant, S., Mayo-Wilson, E., Montgomery, P., Macdonald, G., Michie, S., Hopewell, S., & Moher, D. , "CONSORT-SPI 2018 Explanation and Elaboration: Guidance for reporting social and psychological intervention trials," Trials, 19, 2018

Montgomery, P., Grant, S., Mayo-Wilson, E., Macdonald, G., Michie, S., Hopewell, S., & Moher, D., "Reporting randomised trials of social and psychological interventions: The CONSORT-SPI 2018 Extension," Trials, 19, 2018

Grant, S., Booth, M., & Khodyakov, D., "Lack of pre-registered analysis plans allows unacceptable data mining for and selective reporting of consensus in Delphi studies," Journal of Clinical Epidemiology, 99(7), 2018

Tanner-Smith, E. E., & Grant, S., "Meta-analysis of complex interventions," Annual Review of Public Health, 39, 2018

Grant, S., Hazlewood, G. S., Peay, H. L., Lucas, A., Coulter, I., Fink, A., & Khodyakov, D., "Practical considerations for using online methods to engage patients in guideline development," The Patient: Patient-Centered Outcomes Research, 11(2), 2018

Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A., Tamargo, J., Unlu, F., Chavez-Herrerias, E. R., Baker, G., Barrett, M., Harris, M., & Ramos, A., Social and emotional learning interventions under the Every Student Succeeds Act: Evidence review, RAND Corporation (RR-2133), 2017

Grant, S., Agniel, D., Almirall, D., Burkhart, Q., Hunter, S. B., McCaffrey, D. F., Pedersen, E. R., Ramchand, R., & Griffin, B. A. , "Developing adaptive interventions for adolescent substance use treatment settings: Protocol of an observational, mixed-methods project," Addiction Science & Clinical Practice, 12, 2017

Grant, S., Mayo-Wilson, E., & Montgomery, P., "Implementing quality improvement for psychosocial interventions," JAMA, 315(9), 2016

Honors & Awards

  • Leamer-Rosenthal Prize for Emerging Researchers in Open Social Science, Berkeley Initiative for Transparency in the Social Sciences, with support from the John Templeton Foundation
  • Clarendon Fund – Green Templeton College Annual Fund Scholar, Oxford University Press and Green Templeton College, University of Oxford
  • Valedictorian, Loyola Marymount University

Commentary

  • Man loooking at chalked stars on a wall, photo by anyaberkut/Getty Images

    Assessing Confidence in “What Works” in Social Policy

    Policy decisions are increasingly informed (or expected to be informed) by research evidence. Making the process as systematic, transparent and explicit as possible provides users with ways to understand, question and contribute to the eventual policy recommendation, and gives policymakers and practitioners confidence in its credibility.

    Mar 21, 2019 The RAND Blog

  • Two people completing a checklist

    CONSORT-SPI 2018: Announcing an Extension for Randomized Controlled Trials of Social and Psychological Interventions

    Complete and transparent reporting of randomized controlled trials is integral for replication, critical appraisal and understanding context. A new extension of the CONSORT Statement aims to improve the reporting of randomized controlled trials of social and psychological interventions.

    Aug 2, 2018 On Medicine (BioMed Central)

  • Vaccinations at a community clinic

    Open Science and a Culture of Health: You Two Should Talk

    By working together, the Culture of Health and Open Science movements could increase their potential to accelerate the use of scientific evidence to address impediments to population health and collective well-being.

    Mar 7, 2018 Berkeley Initiative for Transparency in the Social Sciences

  • A group of young school children stretching their arms out above their heads

    Building Support for Social and Emotional Learning: Having an Evidence Base Is Critical

    Students need more than proficiency in reading or math. Perseverance, active listening, empathy and good decision-making help kids succeed both academically and in life. Schools need access to high-quality social and emotional learning assessment measures to ensure programs will improve student learning and their futures.

    Dec 14, 2017 The Measuring SEL Blog

Publications