Elise Pas, PhD
- Assistant Scientist
- Mental Health (Primary)
Center & Institute Affiliations
415 N. Washington Street
Baltimore, Maryland 21231
PhD, University of Maryland
at College Park, 2008
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
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
- Program implementation and dissemination
- School and classroom context
- School consultation/coaching models
- Risk and protective factors
- Aggression/social competence
- Student academic achievement
- Teacher efficacy and burnout
- Cognitive/Behavioral and behavioral interventions
The five publications listed below are my most recently published, first-authored papers and cover the different focus areas of my research.
Pas, E. T., Bradshaw, C. P., Becker, K., Domitrovich, C., Berg, J., Musci, R., & Ialongo, N. (2015). Trajectories for coaching dosage as a means for improving implementation of the Good Behavior Game. School Mental Health, 7, 61-73. doi: 10.1007/s12310-015-9145-0
Pas, E. T., Waasdorp, T. E., & Bradshaw, C. P. (online first, 2014). Examining contextual influences on classroom-based implementation of positive behavior support strategies: Findings from a randomized controlled effectiveness trial. Prevention Science. doi: 10.1007/s11121-014-0492-0.
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
Pas, E. T., & Bradshaw, C. P. (2014). What affects teacher ratings of student behaviors? The potential influence of teachers’ perceptions of the school environment and experiences. Prevention Science, 15, 940-950. doi:10.1007/s11121-013-0432-4.
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.