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Elise Touris Pas, PhD

  • Associate Scientist

Departmental Affiliations

Center & Institute Affiliations

Contact Information

415 N. Washington Street
Room 501
Baltimore, Maryland 21231


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


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. Much of my work has focused on a public health framework for providing tiered supports to students, called PBIS (Positive Behavioral Interventions and Supports). I have examined how teacher and systems coaching models can be used for promoting the implementation of evidence-based interventions. Though the majority of research has been based in public K-12 settings, I have also conducted work in non-public special educational settings. Through a partnership with the Kennedy Krieger School, I led the development and testing of a teacher-tailored coaching approach embedding mixed-reality simulation, to increase teacher capacity to address the diverse needs of students with an autism spectrum disorder (ASD). Through a current Alliance for a Healthier World grant, I am collaborating with the School of Education to examine the facilitators and barriers to training and retention of paraprofessional educators providing school-based support to youth with ASD.

Honors and Awards

Journal of School Psychology, Article of the Year, 2019

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

  • School-based implementation and dissemination
  • State-wide scaling of evidence-based practices
  • Positive Behavioral Interventions and Supports
  • Teacher coaching
  • Systems coaching
  • School and classroom influences on student behavior
  • Policy impacts on translation of evidence-based interventions
  • Cost analysis of coaching
  • Cost analysis of PBIS
  • Professional development and coaching for individuals serving students with Autism Spectrum Disorder
  • Mixed-reality simulation

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

  • Pas, E. T., Lindstrom Johnson, S., Alfonso, Y. N. & Bradshaw, C. P. (2020). Tracking time and resources associated with systems change and the adoption of evidence-based programs: The “hidden costs” of school-based coaching. Administration and Policy in Mental Health and Mental Health Services Research.
  • Pas, E.T., Ryoo, J.H., Musci, R., & Bradshaw, C. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports. Journal of School Psychology, 73(1), 41-55. doi: 10.1016/j.jsp.2019.03.001. ERIC Number: ED593800 [Note, received Paper of the Year 2019 Award in the Journal of School Psychology]
  • Pas, E. T., Waasdorp, T. E., & Bradshaw, C. P. (2019). Coaching teachers to detect, prevent, and respond to bullying using mixed-reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention, 1(1), 58-69. doi: 10.1007/s42380-018-0003-0.
  • Pas, E. T., Kaiser, L., Rabinowitz, J., Lochman, J. E., & Bradshaw, C. P. (2020). Patterns of student attendance for group counseling and the influence of student, group, and clinician factors. Journal of Applied School Psychology. doi: 10.1080/15377903.2020.1714860
  • 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