Elissa Monteiro, PPS, PhD

Dr. Elissa Monteiro is a post-doctoral research fellow in the HCFD Lab. After the completion of a multi-site internship at the University of California Irvine (UCI) Center for Autism and Neurodevelopmental Disorders and a nonpublic school designed for students with ADHD and Autism, Elissa graduated with her PhD in School Psychology from the University of California Riverside. Through Elissa’s years of practical experiences in the school system, and within community-based clinics supporting families of children with neurodevelopmental disorders, Elissa has become acutely aware of the compounded challenges involving school-based implementation of evidence-based psychosocial interventions. She has observed firsthand the frustration experienced by parents and teachers who are not served well by the educational system, particularly for marginalized youth and the adults who support them.

Elissa’s research questions center psychosocial interventions that target youth’s self-regulation skills, parent and teacher training interventions, and implementation of feasible, sustainable interventions that. Elissa is also interested in the adoption of community-based participatory research and use of implementation science to develop school- and community- based psychoeducational programs for parents, teachers, and school mental health professionals so that they too can design toolboxes to better support the children around them.

Monteiro, E. (2024). Teachers as a Viable Mechanism of Change to Support Students’ Self-Regulation [Dissertation, University of California Riverside]. ProQuest Dissertations and Theses Global.

Monteiro, E. & Sims, W. (2023). Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder. Psychology in the Schools, pits.22915. https://doi.org/10.1002/pits.22915

Silva, L. M., Cibrian, F. L., Monteiro E., Bhattacharya A., Beltran J. A., Bonang C., Epstein D. A., Shuck S., Lakes K., Hayes G. R. (2023) Unpacking the lived experiences of smartwatch mediated self and co-regulation with ADHD children. Conference on Human Factors in Computing Systems, 2023.

Monteiro, E., Donham, A., Klaib, M. (2022) ADHD Interventions in schools: A systematic review characterizing the association between teacher factors and intervention outcomes. Educational Research. https://doi.org/10.1080/00131881.2022.2087711

Womack, T & Monteiro, E. (2022) Special education staff wellbeing and the effectiveness of remote services during the COVID-19 pandemic. Psychology in the Schools. https://doi.org/10.1002/pits.22702

Cibrian, F., Monteiro, E., Schuck, S., Nelson, M., Lakes, K. (2022) Interdisciplinary tensions when developing digital interventions supporting individuals with ADHD. Frontiers in Psychiatry. https://doi.org/10.3389/fdgth.2022.876039

Monteiro, E. (2021) An ecologically valid understanding of executive functioning. Psychology in the Schools, 1–12, https://doi.org/10.1002/pits.22627

Bio

Research Interests

Representative Publications