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Elisa S. Shernoff, Ph.D. - Publications

Affiliations: 
2004 University of Wisconsin, Madison, Madison, WI 
Area:
Educational Psychology Education
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27 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Shernoff ES, Hitchcock JH. A call for increasing the use of mixed methods research in school psychology: Introduction to the special issue. School Psychology (Washington, D.C.). 38: 349-354. PMID 38127526 DOI: 10.1037/spq0000602  0.339
2022 Shernoff ES, Lekwa AL, Delmarre A, Gabbard J, Stokes-Tyler D, Lisetti C, Frazier SL. Bridging simulation technology with positive behavioral supports to promote student engagement and behavior. Journal of School Psychology. 95: 121-138. PMID 36371122 DOI: 10.1016/j.jsp.2022.10.002  0.322
2022 Nadeem E, Shernoff ES, Coccaro C, Stokes-Tyler D. Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment. School Psychology (Washington, D.C.). PMID 35482640 DOI: 10.1037/spq0000503  0.403
2021 Reddy LA, Shernoff E, Lekwa A. A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes. Journal of School Psychology. 86: 151-168. PMID 34051911 DOI: 10.1016/j.jsp.2021.04.001  0.324
2020 Reddy LA, Lekwa A, Shernoff E. Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools. Journal of Learning Disabilities. 22219420970194. PMID 33238818 DOI: 10.1177/0022219420970194  0.388
2020 Shernoff ES, Schalscha KV, Gabbard JL, Delmarre A, Frazier SL, Buche C, Lisetti C. Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T) Educational Technology Research and Development. 1-28. DOI: 10.1007/S11423-020-09819-9  0.402
2019 Reddy LA, Shernoff E, Lekwa A, Matthews C, Davis W, Dudek CM. Coaching to improve teacher instruction and behavior management in a high poverty school: A case study. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 34: 14-21. PMID 30556728 DOI: 10.1037/Spq0000302  0.422
2018 Lekwa AJ, Reddy LA, Shernoff ES. Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 29975100 DOI: 10.1037/Spq0000268  0.415
2018 Ouellette RR, Frazier SL, Shernoff ES, Cappella E, Mehta TG, Maríñez-Lora A, Cua G, Atkins MS. Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behavior Therapy. 49: 494-508. PMID 29937253 DOI: 10.1016/J.Beth.2017.11.011  0.508
2017 Atkins MS, Cappella E, Shernoff ES, Mehta TG, Gustafson EL. Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health. Annual Review of Clinical Psychology. PMID 28375726 DOI: 10.1146/Annurev-Clinpsy-032816-045234  0.384
2017 Shernoff ES, Bearman SK, Kratochwill TR. Training the Next Generation of School Psychologists to Deliver Evidence-Based Mental Health Practices: Current Challenges and Future Directions School Psychology Review. 46: 219-232. DOI: 10.17105/Spr-2015-0118.V46.2  0.592
2017 Shernoff ES, Lekwa AJ, Reddy LA, Coccaro C. Examining Teachers’ Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study Journal of Educational and Psychological Consultation. 27: 459-485. DOI: 10.1080/10474412.2016.1255850  0.464
2016 Shernoff ES, Frazier SL, Maríñez-Lora AM, Lakind D, Atkins MS, Jakobsons L, Hamre BK, Bhaumik DK, Parker-Katz M, Neal JW, Smylie MA, Patel DA. Expanding the role of school psychologists to support early career teachers: A mixed-method study School Psychology Review. 45: 226-249. DOI: 10.17105/Spr45-2.226-249  0.535
2015 Atkins MS, Shernoff ES, Frazier SL, Schoenwald SK, Cappella E, Marinez-Lora A, Mehta TG, Lakind D, Cua G, Bhaumik R, Bhaumik D. Redesigning community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology. 83: 839-52. PMID 26302252 DOI: 10.1037/A0039661  0.317
2014 Shernoff ES, Hill C, Danis B, Leventhal BL, Wakschlag LS. Integrative consensus: A systematic approach to integrating comprehensive assessment data for young children with behavior problems Infants and Young Children. 27: 92-110. DOI: 10.1097/Iyc.0000000000000008  0.329
2014 Shernoff ES, Lakind D, Frazier SL, Jakobsons L. Coaching Early Career Teachers in Urban Elementary Schools: A Mixed-Method Study School Mental Health. 7: 6-20. DOI: 10.1007/S12310-014-9136-6  0.489
2014 Shernoff DJ, Csikszentmihalyi M, Schneider B, Shernoff ES. Student engagement in high school classrooms from the perspective of flow theory Applications of Flow in Human Development and Education: the Collected Works of Mihaly Csikszentmihalyi. 475-494. DOI: 10.1007/978-94-017-9094-9_24  0.343
2013 Schoenwald SK, Mehta TG, Frazier SL, Shernoff ES. Clinical Supervision in Effectiveness and Implementation Research Clinical Psychology: Science and Practice. 20: 44-59. DOI: 10.1111/Cpsp.12022  0.334
2011 Shernoff ES, Maríñez-Lora AM, Frazier SL, Jakobsons LJ, Atkins MS, Bonner D. Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us. School Psychology Review. 40: 465-485. PMID 23275682  0.365
2011 Shernoff ES, Mehta TG, Atkins MS, Torf R, Spencer J. A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers School Mental Health. 3: 59-69. DOI: 10.1007/S12310-011-9051-Z  0.38
2007 Shernoff ES, Kratochwill TR. Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly. 22: 449-472. DOI: 10.1037/1045-3830.22.3.449  0.646
2004 Kratochwill TR, Albers CA, Shernoff ES. School-based interventions. Child and Adolescent Psychiatric Clinics of North America. 13: 885-903, vi-vii. PMID 15380787 DOI: 10.1016/J.Chc.2004.05.003  0.637
2004 Kratochwill TR, Shernoff ES, Sanetti L. Promotion of academic careers in school psychology: A conceptual framework of impact points, recommended strategies, and hopeful outcomes School Psychology Quarterly. 19: 342-364. DOI: 10.1521/Scpq.19.4.342.53499  0.519
2003 Kratochwill TR, Shernoff ES. Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology School Psychology Quarterly. 18: 389-408. DOI: 10.1521/Scpq.18.4.389.27000  0.623
2003 Shernoff DJ, Csikszentmihalyi M, Schneider B, Shernoff ES. Student engagement in high school classrooms from the perspective of flow theory School Psychology Quarterly. 18: 158-176. DOI: 10.1521/Scpq.18.2.158.21860  0.44
2003 Shernoff ES, Kratochwill TR, Stoiber KC. Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching? Journal of School Psychology. 41: 467-483. DOI: 10.1016/J.Jsp.2003.07.002  0.71
2002 Shernoff ES, Kratochwill TR, Stoiber KC. Evidence-based interventions in school psychology: An illustration of task force coding criteria using single-participant research design School Psychology Quarterly. 17: 390-422. DOI: 10.1521/Scpq.17.4.390.20863  0.578
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