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About the Author

Dr. John Caliso, Ph.D.

Dr. Caliso has worked in the field of education for 36 years as a school psychologist and Director of Special Services in the Franklin Lakes School System in New Jersey. He also earned his Doctorate in the field of Child Clinical Psychology, and has maintained a private practice to service children, adolescents, families and adults for the past 17 years. He has published articles in the area of Child Abuse, psychological implications of learning disabilities, parenting special needs children and most recently has developed a method for assessing the need for a ParaEducator.

Origins of SIBS™

As a Special Services Director, Dr. Caliso was acutely aware that requests for a ParaEducator as an intervention and resource for a special needs student has increased significantly. He observed that the request and subsequent approval of a ParaEducator had the following impact for school districts: (1) increased expenditures, (2) more administrative responsibility for supervision, (3) increased requirements for the training of ParaEducators, and (4) ongoing monitoring, supervision, and support of the ParaEducator. Dr. Caliso sought to address these issues by creating a program designed to help school personnel gather objective data on student behavior in order to quantify the level support needed. The program also outlines a process to report and discuss the data that helps educators design an effective, appropriate plan of action. The Student Inventory for Behavioral Support™ SIBS™ HELPS MAKE IMPORTANT AND DATA-BASED DECISIONS Dr. Caliso created SIBS to help educators:

  • Determine whether the student requires ParaEducator help in an intense and direct way
  • Determine how much ParaEducator support is required (if appropriate) in the classroom setting
  • Design intervention/strategies for teachers, whether the student needs a full-time, a part-time, or no ParaEducator in the classroom setting
  • Establish a systematic practice to assess student performance and behavior
  • Teach school personnel to seek data as a first priority to problem-solving
  • Promote a multi-disciplinary team approach that encourages teamwork, and fosters parent and teacher involvement in the process
  • Educate professionals and parents to understand when to wean a student from adult support in a prudent way
  • Allocate resources with greater precision.

Dr. Caliso has also made numerous local, state, and national presentations in the areas of the therapeutic relationship, social skills and group therapy, and determining when a child requires the 1:1 attention of a ParaEducator.