Skip to main content

Welcome to our new website. We’re still fine-tuning things. If you experience any issues or would like to provide feedback, please contact us.

Elise
Touris
Pas
,
PhD

Associate Scientist

Elise T. Pas, PhD, MA, develops and tests school-based preventive interventions focused on social, emotional, and behavioral outcomes.

Contact Info

415 N. Washington Street, Room 501
Baltimore
Maryland
21231
US        

Research Interests

Dissemination and implementation; Motivational Interviewing; Coaching teachers; Positive Behavioral Interventions and Supports; Multi-tiered System of Supports; Autism Spectrum Disorder; Suicide prevention; School climate; Teacher efficacy and burnout; Risk and protective factors; Randomized controlled trials; Effectiveness studies; Cost analysis
Experiences & Accomplishments
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. Interventions I have tested are both universal (e.g., suicide prevention in high schools) and targeted/selective (e.g., group counseling to address aggressive behavior). I am interested in the ecological context of schools and thus have adapted/developed and tested teacher and systems coaching models, which embed motivational interviewing (MI), to promote the implementation of evidence-based programs and practices and improve school climate. Much of my work has focused on the use of public health framework for providing tiered supports to students, called PBIS (Positive Behavioral Interventions and Supports). Though the majority of my 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 which embedded MI and integrated mixed-reality simulation, to increase teacher capacity to address the diverse needs of students with an autism spectrum disorder (ASD). Through a current JHU 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 & 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
Select Publications
The five publications listed below cover the different focus areas of my most recent 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, 47(5), 720-734. doi: 10.1007/s10488-020-01039-w
  • 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, 36(2), 198-226. 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