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Dr. Nez Elik is a registered school and clinical psychologist, who  holds a dual-appointment as an assistant professor at the Department of Psychiatry and Behavioural Neuroscience (part-time) and a staff psychologist in the Developmental Pediatrics and Rehabilitation service of the McMaster Children’s Hospital. She is a member of the Psychology Residency faculty at Hamilton Health Sciences, and an external supervisor of independent studies and Honours theses of undergraduate students at the Department of Psychology, Neuroscience, and Behaviour. She specializes in the assessment and treatment of children and adolescents with developmental, learning, and social-emotional difficulties. Together with Dr. Penny Corkum at Dalhousie University, she has developed a program for teachers to use in the classroom to minimize the detrimental effects of ADHD on children’s classroom functioning. She is working on adapting this intervention to meet the needs of young children with developmental delays. She is also focused on improving interprofessional collaboration in the hospital setting, adapting evidence-based manuals to meet the needs of youth with intellectual disabilities, and combining CBT and attachment-based interventions for treatment of young children.

Featured Publications

  • Elik, N., Corkum, P., Blotnicky-Gallant, & McGonnell, M. (In Press, invited article). Overcoming the barriers to teachers’ utilization of evidence-based interventions for children with ADHD: The Teacher Help for ADHD program. Language & Literacy: Special Issue Attention Deficit Hyperactivity Disorder: Fostering Positive Development in the Schools (Editors: Siegel, L. & Toplak, M.).
  • Walker-Noack, L., Corkum, P., Elik, N., & Fearon, I. (2013). Youth perceptions of attention-deficit/hyperactivity disorder and barriers to treatment. Canadian Journal of School Psychology, 28(2), 193-218.
  • Barnett, B., Corkum, P., Elik, N. (2012). A web-based intervention for elementary school teachers of students with Attention-Deficit/Hyperactivity Disorder (ADHD). Psychological Services. DOI: 10.1037/a0026001.
  • Elik, N., Wiener, J, & Corkum, P. (2010). Preservice teachers’ open-minded thinking dispositions, readiness to learn, and attitudes about learning and behavioural difficulties in students. European Journal of Teacher Education, 33, 127-146. doi: 10.1080/02619760903524658. (accepted November 19, 2009).
  • Ferrari, M. & Elik, N. (2003). Influences on intentional conceptual change. In G. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 21-54). Hillsdale, NJ: Erlbaum.


  • PhD, University of Toronto, 2006
  • Internship: Hincks-Dellcrest Centre, Affiliated with University of Toronto, 2006

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