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. 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
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.