Elisa Shernoff
Elisa Shernoff
Associate Professor
Verified email at rutgers.edu - Homepage
Cited by
Cited by
Student engagement in high school classrooms from the perspective of flow theory
DJ Shernoff, M Csikszentmihalyi, B Schneider, ES Shernoff
Applications of flow in human development and education, 475-494, 2014
Evidence-based practice: Promoting evidence-based interventions in school psychology
TR Kratochwill, ES Shernoff
School psychology review 33 (1), 34-48, 2004
A qualitative study of the sources and impact of stress among urban teachers
ES Shernoff, TG Mehta, MS Atkins, R Torf, J Spencer
School mental health 3 (2), 59-69, 2011
Double-blind, placebo-controlled study of amantadine hydrochloride in the treatment of children with autistic disorder
BH King, DM Wright, BL Handen, L Sikich, AW Zimmerman, W McMahon, ...
Journal of the American Academy of Child & Adolescent Psychiatry 40 (6), 658-665, 2001
Teachers supporting teachers in urban schools: What iterative research designs can teach us
ES Shernoff, AM Marݽez-Lora, SL Frazier, LJ Jakobsons, MS Atkins, ...
School psychology review 40 (4), 465-485, 2011
Utility of the Gilliam Autism Rating Scale in research and clinical populations
M South, BJ Williams, WM McMahon, T Owley, PA Filipek, E Shernoff, ...
Journal of autism and developmental disorders 32 (6), 593-599, 2002
Multisite, double-blind, placebo-controlled trial of porcine secretin in autism
T Owley, W Mcmahon, EH Cook, T Laulhere, M South, LZ Mays, ...
Journal of the American Academy of Child & Adolescent Psychiatry 40 (11á…, 2001
Training in evidence-based interventions (EBIs): What are school psychology programs teaching?
ES Shernoff, TR Kratochwill, KC Stoiber
Journal of School Psychology 41 (6), 467-483, 2003
Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, andá…
ES Shernoff, TR Kratochwill
School Psychology Quarterly 22 (3), 449, 2007
School-based interventions
TR Kratochwill, CA Albers, ES Shernoff
Child and Adolescent Psychiatric Clinics 13 (4), 885-903, 2004
Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom-, and organizational-level influences
RR Ouellette, SL Frazier, ES Shernoff, E Cappella, TG Mehta, ...
Behavior therapy 49 (4), 494-508, 2018
Clinical supervision in effectiveness and implementation research.
SK Schoenwald, TG Mehta, SL Frazier, ES Shernoff
Clinical Psychology: Science and Practice 20 (1), 44, 2013
Redesigning community mental health services for urban children: Supporting schooling to promote mental health.
MS Atkins, ES Shernoff, SL Frazier, SK Schoenwald, E Cappella, ...
Journal of Consulting and Clinical Psychology 83 (5), 839, 2015
Schooling and children's mental health: realigning resources to reduce disparities and advance public health
MS Atkins, E Cappella, ES Shernoff, TG Mehta, EL Gustafson
Annual Review of Clinical Psychology 13, 123-147, 2017
Measuring teacher practices and student academic engagement: A convergent validity study.
AJ Lekwa, LA Reddy, ES Shernoff
School Psychology 34 (1), 109, 2019
Coaching early career teachers in urban elementary schools: A mixed-method study
ES Shernoff, D Lakind, SL Frazier, L Jakobsons
School Mental Health 7 (1), 6-20, 2015
Expanding the role of school psychologists to support early career teachers: A mixed-method study
ES Shernoff, SL Frazier, AM Marݽez-Lora, D Lakind, MS Atkins, ...
School Psychology Review 45 (2), 226-249, 2016
Evidence-based interventions in school psychology: An illustration of Task Force coding criteria using single-participant research design.
ES Shernoff, TR Kratochwill, KC Stoiber
School Psychology Quarterly 17 (4), 390, 2002
Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions
ES Shernoff, SK Bearman, TR Kratochwill
School Psychology Review 46 (2), 219-232, 2017
Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.
TR Kratochwill, ES Shernoff, L Sanetti
School Psychology Quarterly 19 (4), 342, 2004
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