Anthony, Christopher
Assistant 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
canthony@coe.ufl.edu
Research Biography
Christopher Anthony is an Assistant Professor in the School Psychology program at the University of Florida. Dr. Anthony completed his doctoral training at Penn State in 2016 and previously taught in the School Psychology Program at Oklahoma State University. His interests broadly focus on the social, emotional, altitudinal, and behavioral factors affecting student achievement. He is particularly interested in applying advanced psychometric approaches (e.g., Item Response Theory) to improve assessment of these important variables. He is also interested in understanding how these variables help explain the impact of family level variables (e.g., parent involvement) on students’ school success as well as developing approaches to integrate these factors into school based practice. He teaches courses in psychoeducational assessment and intervention.
Degrees
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)
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)
Selected Publications
Refereed Publications
Anthony, C. J., & Ogg, J. (in press). Parent Involvement, Approaches to Learning, and Student Achievement: Examining Longitudinal Mediation. SchoolPsychology Quarterly.
Ogg, J. & Anthony, C. J. (2018). Parent involvement and children’s externalizing behavior: Exploring longitudinal bidirectional effects across gender. Manuscript accepted pending minor revisions in the Journal of School Psychology.
Anthony, C. J. & DiPerna, J. C. (2018). Piloting a Short Form of the Academic Competence Evaluation Scales. School Mental Health, 10, 314-321. doi: 10.1007/s12310-018-9254-7
Anthony, C.J. & DiPerna, J. C. (2017). Examining the Psychometric Properties of Maximally Efficient Items from the Social Skills Improvement System – Teacher Rating Scale. Journal of Psychoeducational Assessment. Advance online publication. doi: 10.1177/0734282917743335
Anthony, C. J. & DiPerna, J. C. (2017). Identifying sets of maximally efficient items from the Academic Competence Evaluation Scales-Teacher Form. School Psychology Quarterly, 32, 552- 559. doi: 10.1037/spq0000205
Anthony, C. J., DiPerna, J. C., & Lei, P.W. (2016). Maximizing measurement efficiency of behavior rating scales using item response theory: An example with the Social Sills Improvement System – Teacher Rating Scale. Journal of School Psychology, 55, 56-69. doi: 10.1016/j.jsp.2015.12.005
Anthony, C. J., DiPerna, J. C., & Amato, P. R. (2014). Divorce, approaches to learning, and children’s academic achievement: A longitudinal analysis of mediated and moderated effects. Journal of School Psychology, 52(3), 249-261. doi: 10.1016/j.jsp.2014.03.003
Amato, P. R., & Anthony, C. J. (2014). Estimating the effects of parental divorce and death on children with child fixed-effects models. Journal of Marriage and Family, 76, 370 – 386. doi: 10.1111/jomf.12100
Book Chapters
DiPerna, J. C., Bailey, C. G., & Anthony, C. J. (2014). Broadband screening of academic and social behavior. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Identification, implementation, and interpretation. Washington DC: APA Books.
