Dr. Evelyn Bilias Lolis
Assistant Professor of Special Education & School Psychology
o: Canisius Hall Rm 221
Bilias-Lolis, E., Chafouleas, S.M., Bray, M.A., & Kehle, T.J. (2012). Exploring the utility of self-modeling in reducing disruptive classroom behavior in students with intellectual disability. Psychology in the Schools.
Bilias-Lolis, E. (2012). Self-Modeling: An impetus for positive psychology in the schools. Athens Institute for Education and Research: 67h Annual International Conference on Psychology, Conference Proceedings, p21, Published online http://www.atiner.gr/abstracts/2012ABST-PSY.pdf
Ortiz, J., Bray, M.A., Bilias-Lolis, E, & Kelhle, T.J. (2016). The good behavior game for Latino English Language Learners in a small group setting. International Journal of School and Educational Psychology, 5(1), 26-38,
Clark, B., Rispoli, K., Gelbar, N.W., Bilias-Lolis, E. & Bray, M.A. (2017). Equity-based practices in early education: The role of the school psychologist. Perspectives on Early Childhood Psychology and Education, 2(1), 129-148.
Bilias-Lolis, E., Bray, M.A., & Howe, M. (2017). Exploring public self-consciousness as an unconsidered behavioral change pathway to self-modeling: Implications for school practice. School Psychology Forum, 11(2), 63-75.
Bilias-Lolis, E., Gehlbar, N., Rispoli, K., Bray, M.A., & Maykel, C. (2017).On promoting understanding and equity through compassionate educational practice: Towards a new inclusion. Psychology in the Schools, 54(10), 1229-1237.
Bilias-Lolis, E., *Croke, K., & *Russo, K . (Under Review) The effects of mindful gratitude practice on teacher stress and perceptions of school connectedness.
Bilias-Lolis, E. & *Winter, E. (Under Review) Creating body-sensitive schools as an extension of school climate reform.
Bilias-Lolis, E. (Under Review) Positive Behavioral Interventions and Supports (PBIS): A mechanism for transformative leadership and school change?
Bilias-Lolis, E & Martin, A. (Under Review) Challenging behavior in youth with intellectual disability: Promoting understanding and compassionate educational practice.
*GSEAP graduate student co-authors