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Research Professor

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

Research Interests

Dissemination and Implementation; Motivational Interviewing; Coaching teachers; Positive Behavioral Intervention and Supports (PBIS)/Multi-tiered system of support; Social Emotional Learning (SEL); Autism Spectrum Disorder; Suicide prevention; Student behavioral outcomes; Teacher efficacy and burnout
Experiences & Accomplishments
University of Maryland
at College Park
University of Maryland
State University of New York at Binghamton
My research, policy, and practice goals are to promote the successful dissemination and implementation of evidence-based preventive interventions across the public health continuum in schools. My work has been centered on promoting positive behavior development and social emotional learning among youth. To address the (once) limited evidence base for school-based behavioral and social emotional programming, I have contributed to randomized controlled trials (RCTs) testing universal school-based approaches (e.g., the application of the tiered public approach to address behavioral development in schools through Positive Behavioral Interventions and Supports or PBIS) as well as targeted interventions (e.g., for youth displaying aggressive behaviors). To address the translation of evidence-based practices (EBPs) into schools, I have adapted/developed and tested coaching models focused on teachers and school teams to optimize EBP adoption and outcomes focused both on regular and special educators, with a specific focus on special educators of youth with autism.

In all studies, I focus on questions about implementation fidelity (e.g., how to best measure fidelity; identifying active ingredients in interventions) and have applied such data to multiple cost studies of prevention in schools. I have also been engaging in state-level policy evaluations (e.g., effects of PBIS when schools were mandated; adoption of restorative approaches to discipline in response to a Maryland house bill). Most recently, I have added autism surveillance, suicide prevention programming, and the development of wellness content in high schools into my research portfolio. Finally, I collaborate closely with practitioners on many of my research studies, embedding their needs and input into my work. I contribute to school-based practice in Maryland through activities including membership on state management and state leadership teams overseeing training, technical support, and evaluation of PBIS in Maryland; translating my team’s research studies into research briefs and presenting to representatives from each school district in the state; and providing annual professional development sessions to practitioners across the state.
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 first-author publications listed below cover the varying topics of my recent research.
  • Pas, E. T., Borden, L., Herman, K., & Bradshaw, C. P. (2021). Leveraging Motivational Interviewing to coach teachers in the implementation of preventive evidence-based practices: A sequential analysis of the Motivational Interviewing process. Prevention Science, 22(6), 786-798.
  • 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., 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