Professor
CITES, CPSE
Office: 149-D MCKB
Phone: 801-422-5081
Email: nope@paul_caldarella@byu.edumsn.com
Paul Caldarella, Ph.D. is director of the Brigham Young University Positive Behavior Support Initiative and professor in the Department of Counseling Psychology and Special Education. He completed an internship in clinical child psychology at the University of Arkansas for Medical Sciences and a post-doctoral fellowship in adolescent clinical psychology at Brown University. He is a licensed psychologist and teaches graduate courses primarily in the area of school psychology. His research and scholarly activities have related mostly to the areas of positive behavior support and social-emotional learning interventions in public schools, as well as screening and targeted interventions for at-risk students.
Association for Middle Level Education
2022
Early Childhood Education Journal
2017
David O. McKay School of Education
2013
Association for Positive Behavior Support
2010
Weber State University
2000 - 2002
David O. McKay School of Education
2018
David O. McKay School of Education
2017
Brigham Young University Graduate Student Cohort (2012)
2010 - 2012
Wasatch Elementary School, Provo School District
2010
Weber State University
2000 - 2002
Effects of middle school teachers' praise-to-reprimand ratios on students’ classroom behavior.
Addressing adolescent stress in school: Perceptions of a high school wellness center.
Reported benefits of yoga in middle schools: A review of the literature.
Reported benefits of yoga in high schools: A review of the literature
Supporting elementary school classroom management: An implementation study of the CW-FIT program.
Middle school classroom management: A randomized control trial of Class‑wide Function‑Related Intervention Teams for Middle Schools (CW‑FIT MS)
Precision request: A secondary analysis of the use of praise, response cost, and punishment
Navigating early childhood teachers’ initial resistance to literacy coaching in diverse rural schools.
“Stop doing that!”: Effects of teacher reprimands on student disruptive behavior and engagement.
Effects of Precision Requests Alone on Noncompliance of Students with Emotional Disturbance
Social-emotional learning in the middle grades: A mixed-methods evaluation of the Strong Kids program
Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance.
Managing student behavior in a middle school special education classroom using CW-FIT tier 1.
Improving student behavior in middle school art classrooms: Initial investigation of CW-FIT tier 1.
Effects of teachers' praise-to-reprimand ratios on elementary students’ on-task behaviour.
Academic Persistance Among Native American High School Students: A qualitative Case Study
Managing student behavior in a middle school special education classroom using CW-FIT tier 1.
School counselors’ use of social emotional learning in high school: A study of the Strong Teens Curriculum
Teacher praise and reprimands: The differential response of students at risk for emotional and behavioral disorders.
Varying opportunities to respond to improve behavior of elementary students with developmental disabilities
Improving student behavior in middle schools: Results of a classroom management intervention.
Improving student behavior in middle school art classrooms: Initial investigation of CW-FIT tier 1
Teacher praise-to-reprimand ratios: Behavioral response of students at risk for EBD compared with typically developing peers.
Managing student behavior in the middle grades using Class-wide Function-Related Intervention Teams.
A psychometric analysis of the Primary Intervention Rating Scale
Adolescent sports participation and parent perceptions of resilience: A comparative study
Benefits and distractions of social media as tools for undergraduate student learning
Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders
Class-Wide Function-Related Intervention Teams “CW-FIT”: Outcomes from a multi-site randomized replication trial.
Effects of CW-FIT on teachers’ ratings of elementary school students at risk for emotional and behavioral disorders
Classroom management that works: A replication trial of the CW-FIT program.
Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
Factors affecting service learning implementation: A comparison of novice and veteran teachers.
Implementing Strong Teens for adolescent girls in residential treatment: A quasi-experimental evaluation.
Implementing positive behavior support in preschools: An exploratory study of CW-FIT tier 1.
Managing student behavior in an elementary school music classroom: A study of Class-Wide Function-Related Intervention Teams.
Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams
Monitoring academic and social skills in elementary school: A psychometric evaluation of the Classroom Performance Survey.
Addressing problem behavior at recess using peer praise notes.
The effects of a buddy bench on elementary students’ solitary behavior during recess.
The effects of a buddy bench on elementary students’ solitary behavior during recess
Respite care, stress, uplifts, and marital quality in parents of children with Down syndrome.
Effects of a tier 3 self-management intervention implemented with and without treatment integrity.
Middle school predictors of high school performance: A case study of dropout risk indicators.
Using Multisensory Phonics to Foster Reading Skills of Adolescent Delinquents
Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms
Teacher perspectives on behaviors displayed by secondary students at risk for emotional and behavioral disorders.
Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice
Systematic screening for behavior disorders in professional development schools: A social validity study
Exploring the social validity of teacher praise notes in elementary school
A comparison of teacher perceptions and research-based categories of student behavior difficulties.
Implementing Strong Kids school-wide to reduce internalizing behaviors and increase prosocial behaviors
School mental health education in Beijing: A survey of practitioners.
Effects of peer praise notes on teachers’ perceptions of school community and collegiality.
The Brigham Young University-Public School Partnership: Nine Essentials in Practice
Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K
Early childhood educators' perceptions of Conscious Discipline
Training a general educator to use function-based support as a pre-referral intervention
The effects of schoolwide positive behavior support on middle school climate and student outcomes
Decreasing tardiness in elementary school students using teacher-written praise notes
Preventing antisocial behavior and delinquency: A comprehensive school-wide approach
You can do this: An approach to raising wonderful children
Social-emotional learning in kindergarten classrooms: Evaluation of the Strong Start curriculum
School-based mentoring: A study of volunteer motivations and benefits
Internalizing behavior problems: Strong Kids responds to the hidden challenge.
Implications of civility for children and adolescents: A review of the literature.
Effects of Strong Kids curriculum on students at risk for internalizing disorders: A pilot study
Effects of Strong Kids curriculum on students at risk for internalizing disorders: A pilot study
Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school
School-wide screening and programs of positive behavior support: Informing the intervention process.
Chinese elementary school teachers' perceptions of students' classroom behaviour problems.
Evaluation of a mentoring program for elementary school students at risk for emotional and behavioral disorders
The effects of Strong Start on second grade students emotional and social competence.
Further Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School
The impact of gender on Chinese elementary school teachers' perceptions of student misbehavior
Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school.
Can school-wide positive behavior support be an evidence-based practice?
Validation of the Systematic Screening for Behavior Disorders in Middle and Junior high School
Using Peer Praise Notes to Increase the Social Involvement of Withdrawn Adolescents.
Teaching organizational skills to promote academic achievement in behaviorally challenged students.
Validation of the Systematic Screening for Behavior Disorders in middle and junior high school.
Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors.
Exploring Perceptions of School Quality: Implications for School Administrators.
Depression: A comparative look at prevalence among psychology versus non-psychology undergraduates
Strategies for undergraduate teaching: A comparison of the effectiveness of using student study manuals, pop-quizzes, and attendance checks
Validity of the Home and Community Social Behavior Scales: Comparisons with five behavior rating scales
An Interactive, Mastery-Learning Study Manual and Notebook for Psychology 2000 Interpersonal Relations
Social-behavioral assessment of at-risk early adolescent students: Psychometric characteristics and validity of a parent report form of the School Social Behavior Scales
What's happening in Utah to help students at risk for antisocial behavior?
Generalization of social skills using bibliotherapy and positive peer reporting
Behavioral and Emotional Concerns in Secondary Schools: Validation of a Screening Procedure.