Microsoft word - shernoff es vitae 2013 for website.doc

Elisa S. Shernoff, Ph.D.
Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey 152 Frelinghuysen Road, Piscataway, New Jersey 08854-8085

CURRENT FACULTY POSITION

2013
Assistant Professor, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey

PREVIOUS FACULTY POSITION
2006-2013 Research Assistant Professor of Psychology in Psychiatry, Institute for
Juvenile Research, University of Il inois at Chicago

EDUCATION and TRAINING

2005 – 2006 Postdoctoral Research Associate, University of Chicago, Chicago, IL
2003 – 2004 Psychology Internship, IL School Psychology Internship Consortium,
1999 – 2004 Ph.D. in School Psychology, University of Wisconsin-Madison, Madison, 1989 – 1992 M.S. in Counseling Psychology, Vil anova University, Vil anova, PA
1985 – 1989 B.A. in Psychology, Penn State University, State Col ege, PA

AWARDS AND HONORS

2004
Outstanding Dissertation Award of Division 16 of the American Psychological Association Thora Wick Homme Fel owship through the School of Education at University of Wisconsin-Madison
CURRENT GRANTS
Brady Education Foundation (Co-Principal Investigator: Shernoff)
Col aborative Coaching: Improving Teacher Classroom Practices and Student
Achievement in High Poverty Schools
Total Project Costs: $276,365
This study wil develop and evaluate the effectiveness of a col aborative coaching model in high poverty elementary schools, including examining the quality of implementation of the coaching model, teacher adherence to evidence-based instructional and behavioral management strategies, and concomitant student achievement.
GRANTS PENDING

R305A13048 (Principal Investigator: Shernoff)
Institute of Education Sciences
Total Requested: $1,466,183
Interactive Virtual Training (IVT) for Early Career Teachers in High-Poverty Schools
This application proposes to develop, iteratively refine, and pilot test the IVT system,
designed to enhance early career teachers’ acquisition of positive behavior
management skil s in a virtual training environment using student avatars.

FUNDED GRANTS (COMPLETED)

R305A090085 (Principal Investigator: Shernoff)
Institute of Education Sciences Total Project Costs: $1,012,697 Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools The goal of the study was to develop, refine, and test the feasibility of a professional development model for early career teachers working in urban schools to enhance retention and longer-term commitment to teaching. R01 MH073749 (Principal Investigator: Atkins) National Institute of Mental Health Total Project Costs: $2,040,000 Role on Project: Co-Investigator Mental Health Services & Predictors of Learning in Urban Schools The goal of this grant is to study a model for mental health consultation to urban schools based on enhancing predictors of children’s learning, including effective instruction, classroom management, and home-school communication. Great Cities Institute (Principal Investigator: Shernoff) Total Project Costs: $2,500
Stress and Coping Among Urban Teachers: An Exploratory Study
This study explored the phenomenology of urban teacher stress, including
understanding the sources and impact of stress, and the resources needed to address
identified stressors.
PUBLICATIONS
Shernoff, E.S., Jakobsons, L., Lakind, D., Frazier, S.L. Marinez-Lora, A., Hamre, B.K.,
Patel, D., Atkins, M.S., Parker Katz, M., Neal, J. & Smylie, M. (under review). Enhancing urban early career teachers’ effectiveness and connectedness: A mixed method study. Manuscript submitted for publication to American Education Research Journal.
Shernoff, E.S., Hil , C., Danis, B.D., Leventhal, B.L. & Wakschlag, L.S. (under review).
Disruptive behaviors in early childhood: The importance of comprehensive assessments for clinical and educational decision making. Manuscript submitted for publication to Infants and Young Children.
Schoenwald, S., Mehta, T.G., Frazier, S.L., & Shernoff, E. S. (2013). Clinical
supervision in effectiveness and implementation research. Clinical Psychology: Science and Practice, 20, 44-59.
Shernoff, E.S., Maríñez-Lora, A., Frazier, S.L., Jakobsons, L.J., Atkins, M.S., & Bonner,
D. (2011). Teachers Supporting Teachers in Urban Schools: What iterative research designs can teach us. School Psychology Review, 40, 465-485.
Shernoff, E.S., Mehta, T., Atkins, M.S., Torf, R. & Spencer, J. (2011). A qualitative
study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69.
Atkins, M.S., Shernoff, E.S., & Maríñez-Lora, A. (2009). Next steps for research on
SACD programs: Embracing complexity. Journal of Research in Character Education, 7, 123-130.
Neal, J.W., Shernoff, E.S., Frazier, S.L., Stachowicz, E., Frangos, R., & Atkins, M.S.
(2008). Change from within: Engaging teacher key opinion leaders in the diffusion of interventions in urban schools. The Community Psychologist, 41, 37-57.
Braden, J. P., & Shernoff, E. S. (2008). Why the need for evidence-based
interventions? In R. J. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral chal enges (pp. 9-30). Mahwah, NJ: Lawrence Erlbaum Associates.
Shernoff, E. S., & Kratochwil , T. R. (2007). 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.
Shernoff, E. S. & Kratochwil , T. R. (2005). Evidence-based practice. In M. Hersen, G.
Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1306-1311). Thousand Oaks, CA: Sage. Evidence-Based Interventions Work Group (2005). Theories of change and adoption of innovations: The evolving evidence-based interventions and practice movement in school psychology. Psychology in the Schools, 42, 475-494.
Kratochwil , T. R., Shernoff, E. S., & Sanetti, L. (2004). Promotion of academic careers
in school psychology: A conceptual framework of impact points, recommended strategies, and hopeful outcomes. School Psychology Quarterly, 19, 342-364.
Kratochwil , T. R., Albers, C. A., & Shernoff, E. S. (2004). School-based interventions.
Child and Adolescent Psychiatric Clinics of North America, 13, 885-903.
Kratochwil , T. R., & Shernoff, E. S. (2003). Evidence-based practice: Promoting
evidence-based interventions in school psychology. School Psychology Quarterly, 18, 389-408.
Shernoff, E.S., Kratochwil , T. R., & Stoiber, K. C. (2003). Training in evidence-based
interventions: What are school psychology programs teaching? Journal of School Psychology, 41, 467-483.
Shernoff, E. S., & Kratochwil , T. R. (2003). The application of behavioral assessment
methodologies in educational settings. In S. N. Haynes & E. H. Heiby (Eds.), Comprehensive handbook of psychological assessment (pp. 365-385). New York: John Wiley & Sons.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student
engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176.
Shernoff, E. S., Kratochwil , T. R., & Stoiber, K. C. (2002). Evidence-based
interventions in school psychology: An il ustration of task force coding criteria using single-participant research design. School Psychology Quarterly, 17, 390-422.
South, M., Wil iams, B. J. McMahon, W. M., Owley, T., Filipek, P. A., Shernoff, E.S.,
Corsel o, C., Lainhart, J., Landa, R. & Ozonoff, S. (2002). Utility of the Gilliam Autism Rating Scales in research and clinical populations. Journal of Autism and Developmental Disorders, 32, 593-599. King, B. H., Wright, D. M, Handen, B. L., Sikich, L., Zimmerman, A. W., McMahon, W., Cantwel , E., Davanzo, P. A., Dourish, C., Dykens, E. M., Hooper, S. R.,
Jaselskis, C. A., Leventhal, B. L., Levitt, J., Lord, C., Lubetsky, M. J., Myers, S.
M., Ozonoff, S., Shah, B. G., Snape, M., Shernoff, E. S., Wil iamson, K., & Cook,
E. H. (2001). Double-blind, placebo-control ed study of amantadine hydrochloride
in the treatment of children with autistic disorder. Journal of the American
Academy of Child and Adolescent Psychiatry, 40, 658-665.
Owley, T., McMahon, W., Cook, E. H., Laulhere, T., South, M., Mays, L. Z., Shernoff,
E. S., Lainhart, J., Modahl, C. B., Corsel o, C., Oznoff, S., Risi, S., Lord, C.,
Leventhal, B. L., & Filapek, P. A. (2001). Multi-site, double-blind, placebo-
control ed trial of porcine secretin in autism. Journal of the American Academy of
Child and Adolescent Psychiatry, 40, 1293-1299.

CONFERENCE PRESENTATIONS

Atkins, M.S., Mehta, T.G., Shernoff, E.S., Frazier, S.L., Maríñez-Lora, A., Cappel a, E.,
Schoenwald, S.K., Solomon, B., Neal, J. & Lakind, D. (2012, November). Adoption of evidence-based programs through key opinion leader teachers. Paper presented at the Annual convention of the Association for Behavioral and Cognitive Therapies. National Harbor, MD. Patel, D., Lakind, D., & Shernoff, E.S. (2012, September). Coaching early career teachers in urban schools: A mixed method study of evidence-based practices. Poster presented at the Annual Department of Psychiatry Research Conference. Chicago, IL.
Bhaumik, R., Shernoff, E.S., Zao, W., Lakind, D., Solomon, B. Bhuamik, D.
Schoenwald, S. & Atkins, M.S. (2012, September). Multilevel regression and SEM approaches to growth curve modeling. Poster presented at the Annual Department of Psychiatry Research Conference. Chicago, IL.
Shernoff, E.S., Jakobsons, L., Lakind, D., Gabel, S., Patel, D., & Cole, K. (2012, May).
The role of coaching in supporting early career teachers in urban schools. Paper symposium at the Annual Conference of the Society for Prevention Research. Washington, DC.
Shernoff, E.S. & Maríñez-Lora, A. (2012, March). Integrating qualitative and
quantitative data into a funded development study. Paper symposium at the Annual IES Research Conference. Washington, DC.
Herrel, K. & Shernoff, E.S. (2012, March). Using thematic analysis to explore early
career teacher experiences in urban schools. Paper presented at the Annual Graduate Student Research Association Conference. DeKalb, IL.
Shernoff, E.S., Frazier, S.L., Maríñez-Lora, A., Jakobsons, L.S., Atkins, M.S., & Keel, J.
(2011, March). Development of the Teachers Supporting Teachers in Urban Schools Program: What iterative research designs can teach us. Paper presented at the Annual Conference of the Society for Research on Educational Effectiveness. Washington, DC.
Maríñez-Lora, A.M., Atkins, M.S., Hopper, K., Frazier, L.F., Shernoff, E.S., & Mehta, T.
(2010, August). African American Mothers: Social Support and Parenting Strain at Multiple Time Points. Poster presented at the Annual Conference of the American Psychological Association. San Diego, CA.
Shernoff, E.S., Jakobsons, L., Frazier, S.L., Maríñez-Lora, A., Atkins, M.S., Hamre, B.,
Kolacz, J., Parker-Katz, M. & Smylie, M. (2010, June). Teachers Supporting Teachers in Urban Schools: An Initial Examination of Fidelity and Consumer Satisfaction. Poster presented at the Annual IES Research Conference, National Harbor, MD.
Cappel a, E., Yeon Kim, H., Shernoff, E.S., & Atkins, M.S. (2010, June). Systematic
Observations of classroom context and student engagement: Research and intervention implications for students with behavioral challenges. Paper presented at the Annual meeting of the Society for Prevention Research, Denver, CO.
Shernoff, E.S., Jakobsons, L., Frazier, S.L., Marinez-Lora, A., & Atkins, M. S. (2010,
March). Teachers supporting teachers in urban schools. In Jeffery Sprague (Chair), Five Programs to Strengthen the Classroom Environment. Paper symposium at the 7th International Conference on Positive Behavior Support, St. Louis, MO. Shernoff, E.S., Neal, J.W., Frazier, S.L., Wainer, A., & Atkins, M.S. (2009, August).
Using key opinion leaders to diffuse interventions in urban schools. In Susan Torres-Harding (Chair), Adolescents, Schools, and Community Contexts. Paper presented at the annual meeting of the American Psychological Association, Toronto, CA.
Cappel a, E., Shernoff, E.S., Mehta, T., & Atkins, M.S. (2009, April). Strengths and
stressors in urban classrooms: Mixed method analysis to inform program adaptation. Paper symposium at the Biennial meeting of the Society for Research in Child Development, Denver, CO.
Atkins, M., Frazier, S., Shernoff, E., Marinez-Lora, A., Mehta, T., & Rusch, D.
(November, 2008). Links to Learning: A model of school-based mental health services for urban children. In J. Hambrick (Chair), Closing the Gap: Chal enges and Solutions for Service Delivery in Minority Communities. Association for Behavior and Cognitive Therapies, Orlando, FL.
Shernoff, E.S., Mehta, T., Torf, R. Spencer, J. & Atkins, M.S. (2008, August). Teacher
stress in urban schools: Who’s looking out for teachers? Poster presented at the Annual meeting of American Psychological Association, Boston, MA.
Maríñez -Lora, A, Atkins, M.S., Hopper, K., Frazier, S., Shernoff, E.S., & Mehta, T.
(August, 2008). Urban poor African American mothers: Social support and parenting strain. Poster presented at the Annual meeting of American Psychological Association, Boston, MA.
Atkins, M.S., Mehta, T., Frazier, S. L., Cappella, E., Marinez-Lora, A., Shernoff, E. S.,
Rusch, D., Neal, J. W., Stachowicz, E., Frangos, U., Dawes, N., Dirks, M., Rosen, P., Ogo, M. Y., Williamson, J., & Schoenwald, S. (August, 2008). Links to Learning: School and community mental health resources alignment in support of children’s learning in high-poverty urban schools. In T. Power (Chair), Multisystemic Intervention for ADHD: Innovations in Urban School Settings. Annual meeting of the American Psychological Association, Boston, MA.
Atkins, M., Mehta, T., Frazier, S., Cappel a, E., Maríñez -Lora, A., Shernoff, E.S.,
Rusch, D., Neal, J.W., Stachowicz, E., Frangos, R., Dawes, N., Dirks, M., Rosen, P., Ogo, M.Y., Wil iamson, J., & Schoenwald, S. (2008, August). Links to Learning: School and community mental health support of children’s learning in high-poverty urban schools. Paper presented at the Annual meeting of the American Psychological Association, Boston, MA.
Cappel a, E., Shernoff, E.S., Neal, J.W., Mehta, T., Marinez-Lora, A., Rusch, D.,
Stachowicz, E., Frazier, S.L. & Atkins, M.S. (2008, May). Links to Learning in
urban schools: Classroom context and program adaptation. Poster presented at
the annual meeting of the Society for Prevention Research, San Francisco, CA.

Maríñez-Lora, A.M., Atkins, M.S., Hopper, K., Frazier, L.F., Shernoff, E.S., & Mehta, T.
(2008, May). Urban African American Mothers: Parenting Strain and Social Support. Poster presented at the Annual meeting of the Association for Psychological Science, Chicago, IL.
Shernoff, E. S., Hil , C., Danis, B., Leventhal, B. L., Keenan, K., & Wakschlag, L. S.
(2006, August). A manualized approach for clinical decision making in multi-method assessments. Poster presented at the annual meeting of the American Psychological Association, New Orleans, LA. Shernoff, E. S. (2006, August). Transporting an evidence-based classroom
management program to a school: An analysis of implementation, outcomes, and contextual variables. Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA. Kratochwil , T. R., & Shernoff, E. S. (2006, August). Response to intervention. Paper
presented at the annual meeting of the American Psychological Association, New Orleans, LA. Atkins, M., Frazier, S., Birman, D., Graczyk, P., Marinez-Lora, A., Formoso, D., Cappel a, E., Shernoff, E.S., Nierman, P., & Gibbons, R. (2006, May). Mental
health col aboration with key informants on predictors of children’s learning: A
model for mental health services in urban, high poverty communities. In C.
Muel er (Chair). Bringing science to everyday children's mental health practices:
Models and evidence. Paper presented at the annual meeting of the Association
for Psychological Science, New York, NY.

Atkins, M. S., Frazier, S. L., Schoenwald, S., Cappel a, E., Shernoff, E.S., Marinez-
Lora, A., & Birman, D. (2006, May). Links to learning stage I: Formative research to develop an accessible, effective, and sustainable mental health model for children in urban poor schools. Poster presented at the NIMH Conference, Washington, DC.
Shernoff, E. S. & Kratochwil , T. R. (2004, August). Transporting an evidence-based
intervention for preschoolers with disruptive behaviors. Poster presented at the annual meeting of the American Psychological Association, Honolulu, HI.
Simon, D. J., Shernoff, E. S., & Goldberg, C. A. (2004, February). School-based
interventions for children with bipolar disorder. Paper presented at the annual meeting of the Il inois School Psychologists Association. Springfield, IL.
Shernoff, E. S., Quintana, S. M., Kratochwil , T. R., & Roach, A. T. (2003, April).
Evidence-based interventions in school psychology: Focusing on cultural and ethnic diversity in reviewing the intervention literature. Poster presented at the annual meeting of the National Association of School Psychologists, Toronto, CA.
Kratochwil , T. R., & Shernoff, E. S. (2003, January). Implementation of evidence-
based interventions in schools: Conceptual and practice issues. Symposium conducted at the annual meeting of the American Association of Col eges for Teacher Education, New Orleans, LA.
Kratochwil , T. R., & Shernoff, E. S. (2002, August). Research to practice: The role of
practitioners in evidence-based interventions. In S. P. Hinshaw (Chair), Moving empirical y -supported treatments into the every day lives of children. Symposium conducted at the annual meeting of the American Psychological Association, Chicago, IL. Shernoff, E. S., Kratochwil , T. R., & Stoiber, K. C. (2001, August). Training in
evidence-based interventions: What are school psychology programs teaching? Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA. Braden, J. P., Niebling, B. C., Bruno, L., Green, L. Y., Kettler, R. J., Shernoff, E. S., &
Aleman, P. (2001, August). New validity standards for educational and psychological tests: An overview and application. Symposium conducted at the annual meeting of the American Psychological Association, San Francisco, CA.
South, M., Ozonoff, S., Wil iams, B. J., McMahon, W. M., Filipek, P. A., Shernoff, E. S.,
Corsel o, C. & Landa, R. (2001, April). Limitations of the Gil iam Autism Rating Scales as a measure of autism diagnosis and severity. Poster presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
Niebling, B. N., Aleman, P., Shernoff, E. S., Kettler, R., Green, L., Bruno, L., & Braden,
J. P. (2001, February). Validity standards for educational and psychological testing. Paper presented at the Woodcock-Johnson III: Meaning and interpretation of the tests of cognitive abilities workshop, Fitchburg, WI. King, B. H., Wright, D. M, Handen, B. L., Sikich, L., Zimmerman, A. W., McMahon, W., Cantwel , E., Davanzo, P. A., Dourish, C., Dykens, E. M., Jaselskis, C. A.,
Leventhal, B. L., Lord, C., Lubetsky, M. J., Myers, S. M., Ozonoff, S., Shah, B.
G., Leavitt, J., Snape, M., Steele, E., Wil iamson, W., & Cook, E. H. (1999,
October). A double-blind, placebo-control ed study of amantadine hydrochloride
in the treatment of children with autistic disorder. Poster presented at the annual
meeting of the American Association of Child and Adolescent Psychiatry,
Chicago, IL.

Steele, E., Komosa, K., Bohnert, A., Keenan, K. & Wakschlag, L. S. (1998, October).
Evaluation of a developmental approach to the treatment of preschoolers with behavior problems. Poster presented at the Il inois Association for Infant Mental Health Conference, Chicago, IL.
SERVICE and PROFESSIONAL ACTIVITIES

2011 – Present Editorial Board, Journal of School Psychology
2010 – Present
Consultant, Chicago Public Schools, Enhancing Skil s for Student Success, SAMHSA Awarded Grant (2010-2014) 2009 – Present Ad Hoc Reviewer: American Educational Research Journal, School Mental Health, Remedial and Special Education 2007 – Present Consultant, Behavior Parent Training, Evidence-Based Practice Committee for the Il inois State Office of Mental Health Member of the Task Force on Evidence-Based Interventions in School Psychology (Division 16 of the American Psychological Association) PROFESSIONAL AFFILIATIONS

Society for Prevention Research
Society for Research on Educational Effectiveness
National Association of School Psychologists


INVITED* PRESENTATIONS and PROFESSIONAL WORKSHOPS

*Shernoff, E.S. (December, 2013). Effective Teacher Support: A Key Link in the Chain
of Mental Health Promotion For Urban Children. Invited col oquia for the Ferkauf Graduate School of Psychology at Yeshiva University, Bronx, NY.
*Shernoff, E.S. (June, 2012). Targeted teacher support in high poverty, urban schools.
Invited presentation at the 10 Year Anniversary Conference for the Il inois School Psychology Internship Consortium, Highland Park, IL.
* Shernoff, E.S., Meyer, D., & Donahue, M. (June, 2010). Scholarly writing for
presentation: To dos and not to dos. Invited col oquia at the Annual STEP=UP Leadership Summer Institute at the Col ege of Education at the University of Il inois at Chicago, Chicago, IL.
*Frazier, S. L., & Shernoff, E. S. (November, 2009). Links to learning: A school mental
health service model for children in urban poverty. Invited col oquia for the Department of Psychology at Northern Il inois University, Dekalb, IL.
*Shernoff, E.S., Mehta, T., & Atkins, M.S. (2008, October). Stress and coping among
urban teachers: An exploratory study. Presentation at the Great Cities Institute Seminar Series, Chicago, IL.
Frazier, S.L. & Shernoff, E.S. (2008, March). ADHD in Classrooms. Workshop
presented at the Evanston/Skokie School District, Evanston, IL.
Kratochwil , T. R., Shernoff, E. S., O’Connor, E. & Rhoades, M. (2004, February).
Evidence-based practices: Externalizing disorders of childhood. Workshop presented at the annual meeting of the Wisconsin School Psychologists Association, Wisconsin Rapids, WI.

Source: http://gsappweb.rutgers.edu/facstaff/db/people/storage/2077VITA.pdf