Elise

Touris

Pas

,

PhD

My research, policy, and practice goals are to promote the successful dissemination and implementation of evidence-based preventive interventions across the public health continuum in schools. My work has been centered on promoting positive behavior development and social emotional learning among youth. To address the (once) limited evidence base for school-based behavioral and social emotional programming, I have contributed to randomized controlled trials (RCTs) testing universal school-based approaches (e.g., the application of the tiered public approach to address behavioral development in schools through Positive Behavioral Interventions and Supports or PBIS) as well as targeted interventions (e.g., for youth displaying aggressive behaviors). To address the translation of evidence-based practices (EBPs) into schools, I have adapted/developed and tested coaching models focused on teachers and school teams to optimize EBP adoption and outcomes focused both on regular and special educators, with a specific focus on special educators of youth with autism.

In all studies, I focus on questions about implementation fidelity (e.g., how to best measure fidelity; identifying active ingredients in interventions) and have applied such data to multiple cost studies of prevention in schools. I have also been engaging in state-level policy evaluations (e.g., effects of PBIS when schools were mandated; adoption of restorative approaches to discipline in response to a Maryland house bill). Most recently, I have added autism surveillance, suicide prevention programming, and the development of wellness content in high schools into my research portfolio. Finally, I collaborate closely with practitioners on many of my research studies, embedding their needs and input into my work. I contribute to school-based practice in Maryland through activities including membership on state management and state leadership teams overseeing training, technical support, and evaluation of PBIS in Maryland; translating my team’s research studies into research briefs and presenting to representatives from each school district in the state; and providing annual professional development sessions to practitioners across the state.