Paulo Graziano

Paulo Graziano

Contact Info

Office: AHC 4 Room 459
Email: pgrazian@fiu.edu
Lab Website: S.E.L.F-Regulation Lab
Phone: (305) 348-4007






Education

  • IES Postdoctoral Fellow, Florida International University, Miami, FL
  • Pediatrics/Clinical Child Postdoctoral Fellow, University of Florida, Gainesville, FL
  • Ph.D., Clinical Psychology, University of North Carolina at Greensboro, Greensboro, NC
  • M.A., Clinical Psychology, University of North Carolina at Greensboro, Greensboro, NC
  • B.S., Psychology, University of Central Florida, Orlando, FL

Research Interests

Developmental psychopathology. Individual differences in early regulatory processes and their influence on subsequent social-emotional, behavioral, and cognitive development. Parental and environmental factors that may influence or moderate the impact of regulatory processes on adaptive functioning outcomes. Special emphasis on the role of physiological (i.e., RSA suppression) and neurocognitive processes in the development of psychopathology (emphasis on disruptive behavior disorders) as well as co-morbidity issues. Interdisciplinary research and examining self-regulatory processes within the pediatric and health domains such as overweight children. Clinical interventions. Develop and examine how evidence-based interventions (e.g., behavioral parent training, summer programs, and pharmacological treatments) affect children’s regulatory processes and subsequent adaptive functioning across domains.

Selected Publications

Graziano, P., & Garcia, A. (2016). Attention-Deficit Hyperactivity Disorder and Children’s Emotion Dysregulation: A meta-analysis. Clinical Psychology Review, 46, 106-123.

Graziano, P., Fabiano, G., Willoughby, M., Waschbusch, D., Morris, K., Schatz, N., et al (2016). Callous-unemotional traits among adolescents with attention-deficit/hyperactivity disorder (ADHD): Associations with parenting. Child Psychiatry and Human Development, 1-14.

Graziano, P., & Hart, K. (2016) Beyond Behavioral Modification: Benefits of Socio-emotional/Self-regulation Training for Preschoolers with Behavior Problems. Journal of School Psychology, 58, 91-111.

Graziano, P., Garb, L., Ros, R., Hart, K., & Garcia, A. (2015). Executive Functioning and School Readiness among Preschoolers with Externalizing Problems: The Moderating Role of the Student-Teacher Relationship. Early Education and Development, 1-17.

Graziano, P. (2015). How well do preschoolers identify healthy foods? Development and preliminary validation of the Dietary Interview Assessing Nutritional Awareness (DIANA). Appetite, 92, 110-117.

Graziano, P., Slavec, J., Ros, R., Garb, L., Hart, K., & Garcia, A. (2015). Self-regulation assessment among preschoolers with externalizing problems. Psychological Assessment. Advance online publication.

Graziano, P., Ros, R., Haas, S., Hart, K., Slavec, J., Waschbusch, D, & Garcia, A (2015). Assessing Callous-Unemotional Traits in Preschool Children with Disruptive Behavior Problems Using Peer Reports. Journal of Clinical Child and Adolescent Psychology, ahead of print, 1-14.

Graziano, P., Bagner, D., Slavec, J., Rodriguez, G., Kent, K., Babinski, D., et al. (2015). Feasibility of providing intensive parent-child interaction therapy (I-PCIT): Results from an open trial. Journal of Psychopathology and Behavioral Assessment, 37, 38-49.

Graziano, P., Slavec, J., Hart, K., Garcia, A., & Pelham, W. (2014). Improving school readiness in preschoolers with behavior problems: Results from a summer treatment program. Journal of Psychopathology and Behavioral Assessment, 36(4), 555-569.

Graziano, P., & Derefinko, K. (2013). Cardiac vagal regulation and children’s adaptive functioning outcomes: A meta-analysis. Biological Psychology, 94, 22-37.

Graziano, P., Kelleher, R., Calkins, S., Keane, S., & O’Brien, M. (2013). Predicting weight outcomes in preadolescence: The role of toddlers’ self-regulation skills and the temperament dimension of pleasure. International Journal of Obesity, 37, 937-942

Bagner, D., & Graziano, P. (2013). Barriers to success in parent training: The role of cumulative risk. Behavior Modification, 37, 356-377.

Graziano, P., McNamara, J., Geffken, G., & *Reid, A. (2013). Differentiating co-ocurring behavior problems in children with ADHD: Patterns of emotional reactivity and executive functioning. Journal of Attention Disorder, 17, 249-260.

Graziano, P., Bagner, D., Waxmonsky, J., *Reid, A., McNamara J., & Geffken, G. (2012) Co-occurring weight problems among children with Attention-Deficit/Hyperactivity Disorder (ADHD): The role of executive functioning. International Journal of Obesity, 36, 567-572.

Graziano, P., Geffken, McNamara, & *Reid, A. (2011). Severity of Children’s ADHD Symptoms and Parenting Stress: A multiple mediation model of self-regulation. Journal of Abnormal Child Psychology. 39, 1073-1083.

Graziano, P., Calkins, S.D., & Keane, S.P. (2011). Cardiovascular regulation profile predicts developmental trajectory of BMI and pediatric obesity. Obesity, 19, 1818-1825.

Graziano, P., Calkins, S.D., & Keane, S.P. (2010). Toddler self-regulation skills predict risk for pediatric obesity. International Journal of Obesity, 34, 633-641.

Graziano, P., Keane, S.P., & Calkins, S.D. (2007). Cardiac vagal regulation and early peer status. Child Development, 78, 264-278.

Graziano, P., Reavis, R., Keane, S.P., & Calkins, S.D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3-19. .