Program Highlights

Anthony, C. J., Lei, P. W., Elliott, S. N., DiPerna, J. C., Cefai, C., Bartolo, P. A., Camilleri, L., O’Riordan, M., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Tatalovic, S., Poulou, M., Martinson, B., Simoes, C., & Colomeischi, A. (2024) Measurement invariance of children’s SEL competencies: An examination of the SSIS SEL Brief Scales with a multi-informant sample from six countries. European Journal of Psychological Assessment, 40, 222-240. https://doi.org/10.1027/1015-5759/a000753 (Current IF = 3.20)

Anthony, C. J., Ogg, J., & Winkelman, E. H. (2024) Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors – achievement relations differ across student-teacher relationship profiles. Journal of School Psychology, 104, 101308. https://doi.org/10.1016/j.jsp.2024.101308 (Current IF = 3.80)

Anthony, C. J., Hassani, S., Schwab, S., Howe, A., Yost, M., Elliott, S. N., Löper, M., Görel, G., & Hellmich, F. (2024) Examining the measurement invariance and validity of the SSIS SEL Brief + Mental Health Scales – Student Version in Austria and Germany. International Journal of Emotional Education, 16, 26-49. https://doi.org/10.56300/HYOT2284 (Current IF = 0.50).

Anthony, C. J., Grazzani, I., Elliott, S. N., & Cavioni, V. (2024). Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs. International Journal of Emotional Education, 16, 1-5. https://doi.org/10.56300/FVRF6319 (Current IF = 0.50).

Barrett, C., Maki, K. E., & Chesnut, S. (in press). Measuring biologically-based and environmentally-based beliefs about SLD: An exploratory and confirmatory factor analysis. Journal of Learning Disabilities.

Brann, K., Anthony, C. J., Elliott, S. N., Flora, A., & Brown, C. (2024) Informant screening profiles of social and emotional learning: Exploring teacher and student agreement. Journal of Psychoeducational Assessment, 42(3), 259-275. https://doi.org/10.1177/07342829231223856 (Current IF = 1.50)

Bohnenkamp, J. H., Hartley, S. N., Splett, J. W., Halliday, C., Collins, D., Hoover, S. & Weist, M. D. (2023) Promoting school safety through multi-tiered systems of support for student mental health. Preventing School Failure: Alternative Education for Children and Youth, 67:1, 9-17, DOI: 10.1080/1045988X.2022.2124221

Dombrowski, S., Benson, N., & Maki, K. E. (in press). The current state of the evidence of PSW for SLD identification: A systematic review. School Psychology Review.

Frye, K. E., Anthony, C. J., Huggins-Manley, A. C., & Smith-Bonahue, T. M. (2024) Kids these days and kids those days: Investigating trends in children’s social skills from 1988 to 2007. Journal of School Psychology, 103, 101278. https://doi.org/10.1016/j.jsp.2023.101278 (Current IF = 3.80)

Frye, K. E., Boss. D., Anthony, C. J., Hangxiang, D., & Xing, W. (2024) What Makes a Standard? Content analysis of K-12 State SEL standards using the CASEL Framework. School Psychology Review, 53 (3), 208–222. http://dx.doi.org/10.1080/2372966X.2022.2030193 (Current IF = 3.90)

Frye, K. E., Winkelman, E. H., & Anthony, C. J. (in press). Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales–Short Form. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000609 (Current IF = 3.90)

Jiang, N.*, Gao, R., DiStefano, C., Liu, J., Weist, M., Splett, J. W., & Halliday-Boykins, C. A. (2023). Social-emotional and behavioral functioning profiles and demographic factors: A latent profile analysis in elementary students. Journal of Psychoeducational Assessment, 41 (5), 483-500. https://doi.org/10.1177/07342829231167726

Maki, K. E., Codding, R., Zaslofsky, A. F., Dougé, M. C. E.*, & Thompson, S.* (in press). Students’ perceptions of math task difficulty and their strategy use: Relations with math anxiety and math performance. School Psychology Review.

Maki, K. E., Kranzler, J. H., & Kozlowski, K. (in press). School psychology graduate students’ experiences with ethical dilemmas: Implications for training and practice. School Psychology Review.

Maki, K. E., Kranzler, J. H., & Wheeler, J.* (2024). Ethical dilemmas in school psychology: Which dilemmas are most prevalent today and how well prepared are school psychologists to face them? School Psychology Review, 53, 57-68

Maki, K. E., Moody, M. E.,* Cullins, S. L.,* & Griffin, T. L.* (2024). Examination of modified incremental rehearsal to explore causal mechanisms and increase effectiveness. Journal of Behavioral Education, 33, 184-207. https://doi.org/10.1007/s10864-022-09482-5

Maki, K. E., Zaslofsky, A. F., Codding, R., & Woods, B.* (in press). Math anxiety in elementary students: Examining the role of timing, task complexity, task difficulty, and strategy use. Journal of School Psychology.

Ogg. J., Anthony, C. J., & Wendel, M. (2024) Evaluating bidirectional effects of teacher-student relationships and externalizing behaviors. Early Childhood Research Quarterly, 67, 44-54. https://doi.org/10.1016/j.ecresq.2023.11.002 (Current IF = 3.20)

Shen, Z., Curran, C., You, Y.*, Splett, J. W., & Zhang, G. (2023). Intraclass correlations for evaluating the effects of teacher empowerment programs on student educational outcomes. Educational Evaluation and Policy Analysis, 45 (1), 134-156. https://doi.org/10.3102/01623737221111400

Splett, J. W., Brann, K., Trainor, K. M., & Shen, Z. (2023). Examining utility and impact of social, emotional, and behavioral screening to identify and address needs. School Psychology, 38 (3), 137-147. https://doi.org/10.1037/spq0000540

Vorkapić, S. T., Anthony, C. J., Elliott, S. N., Cavioni, V., & Grazzani, I. (2024). Measuring Social and Emotional Learning skills of preschool children in Croatia: Initial validation of the SSIS SEL Brief Scales. International Journal of Emotional Education, 16, 50-69. https://doi.org/10.56300/RRMN9191 (Current IF = 0.50).

DiPerna, J. C., Lei, P., & Anthony, C. J. (2020-2024). ACES-2: Development and Validation of the Revised Academic Competence Evaluation Scales. U.S. Department of Education, Institute of Education Sciences (Measurement Goal), $1,399,785 ($158,987 subcontract to University of Florida). Co-Principal Investigator.

Lane, H., Cheyney-Collante, Maki, K. E., Gonsalves, V., & Contesse, V. (2022-2026). Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators. Source: Office of Special Education Programs, Department of Education, Total amount: $1,250,000. Co-Principal Investigator.

Maki, K. E., Antonenko, P., Valle, D., McNamara, J. P., & Guastello, A., (2021-2023). Understanding Math Anxiety: Examining Emotional Arousal, Visual Attention, and Cognition in Math Assessment. Source: University of Florida Research Opportunity Seed Fund, Total amount: $85,000. Principal Investigator.

Miciak, J., Maki, K. E., Burns, M. K., & Taylor, P. (2023-2027). A longitudinal investigation of predictors and outcomes of specific learning disabilities identification. Source: Institute of Education Sciences, Total amount: $1,670,000. Co-Principal Investigator.

Rubenstein, L. M., Maki, K. E., & Ridgley-Smith, L. (2022-2027). Project Brilliance: An Inclusive Approach to Identifying and Supporting Gifted Students with Disabilities. Source: Jacob K. Javits Gifted and Talented Students Education Program, Office of Elementary and Secondary Education, Department of Education, Total amount: $2,609,410. Co-Principal Investigator.

Splett, J. Office of Elementary and Secondary Education (2023-2027). GatorConnect: Connecting in Gator Nation for the Mental Well-Being of Children, Families, and Schools (PI). Total awarded $4,892,176.

Splett, J. University of Florida Office of Research, 2023 Research Opportunity Seed Fund (2023-24). Pilot testing the measurement strategy and study protocol of #CyberSpill: Risk and protective factors of cyberbullying and its real-time spillover (PI, Co-PI Gabrielli and Lynne). Total awarded $85,000.

Splett, J. Patient-Centered Outcomes Research Institute (2022-27). Patient-Centered Equity Enhancements to Reduce Disproportionate Unmet Mental Health Needs of African American Children (PI with Co-PI Colleen Halliday). Total awarded $5,845,316.

Splett, J. U.S. Department of Education, Office of Special Education and Rehabilitative Services, (2021- 2026). Florida Connect: Interconnecting school mental health and Positive Behavioral Interventions and Supports to improve middle school students’ academic, social, emotional, and behavioral outcomes. Co-PI with PI Heather George. Total awarded $1,508,003. Subaward $224,940.