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Elise Touris Pas, PhD

  • Associate Scientist

Departmental Affiliations

Center & Institute Affiliations

Contact Information

415 N. Washington Street
Room 507
Baltimore, Maryland 21231

410-502-8506

SciVal Research Profile

View Current Courses

Education

PhD, University of Maryland at College Park, 2008
MA, University of Maryland, 2006
BA, State University of New York at Binghamton, 2003

Overview

I conduct school-based research to examine the effectiveness of behavioral and social emotional interventions, with a specific focus on the contextual factors that promote, or hinder, implementation fidelity. I am specifically interested in the refinement of teacher coaching models as a means for promoting the use of evidence-based interventions. My research has largely been based in public K-12 settings, though most recently included a collaboration with the Kennedy Krieger School. Through this partnership, I led the development of a teacher-tailored approach to increase teacher capacity to address the diverse needs of students with an autism spectrum disorder. This intervention utilized both coaching and practice in a state-of-the-art mixed-reality simulator.

Honors and Awards

Journal of School Psychology, Nomination for Article of the Year, 2015

Association of Positive Behavior Supports Ted E. Carr Initial Researcher Award, 2011-2012

School Psychology Review 2011 Article of the Year, Honorable Mention

Child, Intervention, Prevention and Services (CHIPS) Fellow, 2010-2011

Phi Beta Kappa

Golden Key International Honor Society

Psi Chi National Psychology Honor Society

  • School-based implementation and dissemination of evidence-based interventions
  • Efficacy and effectiveness of school-based interventions across the public health continuum
  • School-based consultation/coaching to improve implementation
  • Influence of school and classroom contexts on student behavior
  • Policy impacts on translation of evidence-based interventions
  • Application of school-based approaches serving students with Autism Spectrum Disorder
  • Mixed-reality simulation to improve practices in schools

The five publications listed below cover the different focus areas of my research.

  • Waasdorp, T.E., Pas, E.T., Bradshaw, C.P., & Zablotsky, B. (2017, online first). Examining a decade of bullying trends: A population-based sample of youth grades 4-12. Pediatrics. doi: 10.1542/peds.2008-1536
  • Pas, E.T., Johnson, S. R., Larson, K., Brandenburg, L., Church, R., & Bradshaw, C. P. (2016). Reducing behavior problems among students with an ASD: A pilot study of coaching teachers in a mixed-reality setting. Journal of Autism and Developmental Disorders, 46, 3640-3652. doi: 10.1007/s10803-016- 2898-y
  • Pas, E.T., Larson, K., Reinke, W., Herman, K., & Bradshaw, C.P. (2016). Implementation and acceptability of an adapted Classroom Check-Up coaching model to promote culturally-responsive classroom management. The Education & Treatment of Children, 39, 467-492. doi: 10.1353/etc.2016.0021
  • Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K., & Bradshaw, C. P. (2015). Profiles of high school student behavior in the classroom: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53, 137-148. doi: 10.1016/j.jsp.2014.12.005 [Note, received nomination for Paper of the Year in the Journal of School Psychology]
  • Pas, E. T., & Bradshaw, C. P. (2012). Examining the association between implementation and outcomes: State-wide scale-up of School-Wide Positive Behavior Intervention and Supports. Journal of Behavioral Health Services and Research, 39(4), 417-433. doi: 10.1007/s11414-012- 9290-2.