Paul S. Strand
Associate Professor
Ph.D. University of Tennessee, 1993
Contact Information:
Email: pstrand@tricity.wsu.edu
Office: Tri-Cities (Regional Campus)
Phone: (509) 372-7177
Classes Taught:
Abnormal Psychology
Clinical/Community Psychology
principles of Development
Behavior disorders of childhood and adolescence
Behavioral decision theory
Undergraduate Practicum
Special topics: The Evolving Self
Special topics: ADHD and Conduct Disorders
Research Interests:
My research is concerned primarily with the school readiness and social skills development of children from culturally and linguistically diverse backgrounds. This has led me to study, for example, how shyness, social values, and emotion understanding relate to social skills development and school engagement. Also of concern to me are verbal processes that emerge in cultural context and guide behavior, such as relational framing skills, social values, and religious practices.
Selected Publications :
Strand, P.S., Parks, C.D., Pula, K., & Cerna, S. (in press). Exploring
the time-dependent relationship between shyness and receptive language
skills development in a linguistically diverse sample of at-risk
preschoolers. Journal of Applied Developmental Psychology
Downs, A., Strand, P.S., Heinrichs, N., & Cerna, S. (in press). Use of the
Teacher Version of the Strengths and Difficulties Questionnaire with German,
Spanish, and English Speaking Preschoolers. Early Education and Development.
Johnson, C., Wright, K., & Strand, P.S. (in press). Transitions of truants:
Community truancy board as a turning point in the lives of adolescents.
Journal of Juvenile Justice.
Strand, P.S. & Cerna, S. (2010). The effects of a data dissemination
strategy on the letter naming and object counting skills of preschoolers
attending Head Start. Journal of Behavioral Education, 19, 285-305.
Strand, P.S. (2009). Religion as schedule-induced behavior. The Behavior
Analyst, 32, 191-204.
Strand, P.S., Cerna, S., Downs, A. (2008). Shyness and Emotion Processing
Skills in Preschoolers: A 6-month Longitudinal Study. Infant and Child
Development, 17, 109-120.
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