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Anthony, Christopher

Christopher Anthony HeadshotAssistant Professor,
School of Special Education, School Psychology, & Early Childhood Studies

College of Education
University of Florida
Office 2-173
PO Box 117050
Gainesville, FL 32611
Phone number: 352-273-4281
Fax number: 352-392-2655

Research Biography

Chris is an Assistant Professor of School Psychology at the University of Florida. He received his doctorate in 2016 from the Pennsylvania State University, was on the faculty of the school psychology program at Oklahoma State University from 2016 to 2018, and began at the University of Florida in 2018. Through these experiences, Chris has developed a sustained research program focused on promoting positive student development with a special focus on two domains: academic enablers and social emotional learning (SEL). Academic enablers are the skills, attitudes and behaviors beyond intellectual ability that foster scholastic success (e.g., motivation; study skills). SEL refers to inter- and intra-personal skills that enable children to build and sustain relationships, make responsible decisions, and manage their emotions/ behaviors (e.g., communication; self-control). His scholarship seeks to better assess and understand these factors to support their integration into school-based programming and promote the comprehensive development of all children.


Ph.D. in School Psychology
The Pennsylvania State University

M.Ed. in School Psychology
The Pennsylvania State University

B.A. in Psychology
University of Notre Dame

Key Professional Appointments

Assistant Professor, University of Florida, School of Special Education, School Psychology, and Early Childhood Studies

Assistant Professor (2016-2018), Oklahoma State University, School of Teaching, Learning, and Educational Sciences

Activities and Honors

Journal of School Psychology Editorial Board (2017 – present)

School Psychology Review Editorial Board (2020 – present)

Early Career Scholar, School Psychology Research Collaboration Conference sponsored by the Society for the Study of School Psychology (February 2019)

Institute of Education Sciences (IES) Predoctoral Fellowship (Training Interdisciplinary Education Scientists; 2010-2016)

Finalist – Journal of School Psychology Article of the Year (Anthony, DiPerna & Amato, 2014)

Diane E. Haines Teaching Excellence Award (2021)

B.O. Smith Endowed Research Professorship (2021-2023)


DiPerna, J. C., Lei, P., & Anthony, C. J. (2020-2023). ACES-2: Development and Validation of the Revised Academic Competence Evaluation Scales. U.S. Department of Education, Institute of Education Sciences, $1,399,785 ($158,987 subcontract to University of Florida). Co-Principal Investigator

Selected Publications

Kim, E. K., Anthony, C. J., & Chafouleas, S. M. (in press). Introduction to the special issue on social, emotional, and behavioral assessment within problem-solving models: Reflections on a decade of research. School Psychology Review. Advance online publication. https:// doi.org/10.1080/2372966X.2021.1907221 

Elliott, S.N., Lei, P., Anthony, C.J., & DiPerna, J.C. (in press). Screening the whole social-emotional child: Expanding a brief SEL assessment to include emotional behavior concerns. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1857659 

Anthony, C. J., Styck, K. E., Cooke, E., Martel, J. R., & Frye, K. E. (in press). Evaluating the impact of rater effects on behavior rating scale score validity and utility. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1827681 

Styck, K., Anthony, C. J., Sandilos, L., & DiPerna, J. C. (2021). Examining rater effects on the Classroom Assessment Scoring System. Child Development, 92, 976-993. https://doi.org/10.1111/cdev.13460 

Styck, K., Anthony, C. J., Flavin, A., Riddle, D., & LaBelle, B. (2021). Are ratings in the eye of the beholder? A non-technical primer on Many Facet Rasch Measurement to evaluate rater effects in school psychology. Journal of School Psychology, 86, 198-221. https://doi.org/10.1016/ j.jsp.2021.01.001 

Elliott, S. N., Anthony, C. J., DiPerna, J. C., & Lei, P. (2021). Efficient assessment of the whole social emotional child: Using parents to rate SEL competencies and concurrent emotional behavior concerns. School Mental Health, 13, 392-405. https://doi.org/10.1007/s12310-021-09429-7 

Anthony, C. J., Elliott, S. N., DiPerna, J. C., & Lei, P. (2021). Initial development and validation of the SSIS SEL Brief Scales – Teacher Form. Journal of Psychoeducational Assessment, 39, 166-181. https://doi.org/10.1177/0734282920953240 

Anthony, C. J., Ogg, J., & Jenkins, L. (2021). Exploring academic enabler levels and achievement associations across elementary school. Journal of School Psychology, 86, 15-31. https://doi.org/10.1016/j.jsp.2021.02.007 

Anthony, C. J., & Ogg, J. (2020). Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade. Journal of Educational Psychology. 112, 1563-1581. https://doi.org/10.1037/edu0000447 

Anthony, C. J., Elliott, S. N., DiPerna, J. C., & Lei, P. (2020). Multirater assessment of young children’s social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms. Early Childhood Research Quarterly, 53, 625-627. https://doi.org/10.1016/j.ecresq.2020.07.006 

Anthony, C. J., Elliott, S. N., DiPerna, J. C., & Lei, P. (2020). The SSIS SEL Brief Scales – Student Form: Initial development and validation. School Psychology, 35, 277-283. https://doi.org/10.1037/spq0000390 

Ogg, J. & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology, 78, 96-114. https://doi.org/10.1016/j.jsp.2019.11.004 

Anthony, C. J., & Ogg, J. (2019). Parent involvement, approaches to learning, and student achievement: Examining longitudinal mediation. School Psychology, 34, 376-385. https://doi.org/10.1037/spq0000282 

Anthony, C. J. & DiPerna, J. C. (2019). Examining the psychometric properties of maximally efficient items from the Social Skills Improvement System – Teacher Rating Scale. Journal of Psychoeducational Assessment, 37, 307-319. https://doi.org/10.1177/0734282917743335 

Ogg, J. & Anthony, C. J. (2019). Parent involvement and children’s externalizing behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40. https://doi.org/10.1016/j.jsp.2019.02.002