Sean Grant is a behavioral and social scientist at the RAND Corporation and professor at the Pardee RAND Graduate School. He is interested in advancing the overall 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.
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., Colaiaco, B., Motala, A., Shanman, R., Booth, M., Sorbero, M., & Hempel, S., "Mindfulness-based relapse prevention for substance use disorders: A systematic review and meta-analysis," Journal of Addiction Medicine, 11(5), 2017
Grant, S. , Mayo-Wilson, E., & Montgomery, P., "Implementing quality improvement for psychosocial interventions," JAMA, 315(9), 2016
Grant, S., Pedersen, E. R., Osilla, K. C., Kulesza, M., & D’Amico, E. J., "Reviewing and interpreting the effects of brief alcohol interventions: Comment on a Cochrane review about motivational interviewing for young adults," Addiction, 111(9), 2016