Despite the proliferation of evidence-based practices (EBPs), desired student and client outcomes often remain unattained. Many factors contribute to this gap between outcomes achieved in research versus practice. For example, there is a lack of understanding or agreement of what constitutes evidence, an assumption that evidence will automatically become part of practice, and a neglect of the complex process of implementation. My broad research focus is implementation science, the scientific study of methods to promote the adoption of research findings into routine practice in educational, clinical, and policy contexts. Through implementation research, I aim to promote the adoption and sustainment of evidence-based practices (EBPs) to improve academic and behavioral-emotional outcomes for all students. To this end, my research focuses on (a) increasing awareness of and access to proven practices to prevent and ameliorate risk, with particular focus on traditionally under- or poorly-served populations, and (b) promoting treatment integrity (the extent to which interventions are implemented as designed). Previously, my research has predominantly focused on identifying biobehavioral markers in children with neurodevelopmental disorders that may inform the adoption of effective prevention services (e.g., markers of risk for autism or attention deficits in children with fragile X syndrome), exploration of methods to actively disseminate EBPs (increasing accessibility), and the development of approaches to promote high levels of treatment integrity to behavioral and socioemotional interventions.
