Program Highlights

Newsletter Archive

Faculty Highlights

Awards

Chris Anthony	Fulbright U.S. Scholar Award (2024-2025)
	University of Florida Global Fellow (2024)
	B.O. Smith Endowed Professorship (2021-2023)
	Diane E. Haines Teaching Excellence Award (2021)
John Kranzler	University of Florida Term Professor (2019-2021)
Katie Maki	Honorable Mention: Lightner Witmer Award, Division of School Psychology, American Psychological Association
	Excellence Award for Assistant Professors (2023)
	Diane E. Haines Teaching Excellence Award (2022)
	Article of the Year (2022): Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E. (2022). Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model. School Psychology, 37(2):107-118. https://doi.org/10.1037/spq0000485.
	University of Florida Fien Endowed Associate Professor (2025-2027)
Joni Splett	University of Florida Excellence Award for Assistant Professors (2019)
	University of Florida Research Foundation Professorship (August 2023-2026)
	School Psychology Article of the Year Honorable Mention (Splett, Brann, Trainor & Shen, 2023)

Publications

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).

Grants

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.

Pacheco, M. & Anthony, C.J. (2024-2025). Project VITE: Virtue in Teacher Education. The Wake Forest Character Education Initiative, $40,571. Co-Principal Investigator

National Institutes of Health, National Institues of Mental Health (2024-2029). Online and offline multiverse spillover: Mapping the ecology of youth mental health (Co-I; PI Lynne, Co-PI Gabrielli, CO-Is Dorr, Corbin, and Zhang). Total awarded $3,762,832.

Professional Service

Chris Anthony	Associate Editor, Journal of School Psychology
	International Journal of Emotional Education (2024; Special Issue co-Editor; Assessing Children’s Social Emotional Learning to Guide Improvement Programs)
	School Psychology Review (2022; Special Issue co-Editor; Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: Advancing Research through Reflections on the Past Decade)
	Editorial Board Member, School Psychology Review; International Journal of Emotional Education
Elayne Colón	Appointed to Council for the Accreditation of Educator Preparation (CAEP) Accreditation Council
	Member, Technical Advisory Committee, Florida Teacher Certification & Educational Leadership Exams, Florida Bureau of Postsecondary Assessment (invited)
Joni Splett	Member, National Center on Intensive Intervention’s (NCII) Behavior Screening Technical Review Committee (2017)
	Member, Interconnected Systems Framework National Workgroup, National Technical Assistance Center for Positive Behavior Interventions & Supports
	Editorial Board Member, School Mental Health
Katie Maki	Associate Editor, Journal of School Psychology
	Editorial Board Member, School Psychology Review

Student Highlights

Awards

Mary Elizabeth Moody

Society for the Study of School Psychology Dissertation Award

Publications

Publications:
Anthony, C.J., Hassani, S., Schwab, S., Howe, A.P., Yost, M., Elliott, S.N., 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(1), 26-49.

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

Frye, K. E., Winkelman, E. H., & Anthony, C. J. (2023). Evaluating the factor structure and measurement invariance of the ACES-SF. School Psychology. https://doi.org/10.1037/spq0000609

Greene, A.K., Dougé, M.C.E., & Maki, K.E. (2024). State definitions, policies, and practices of gifted identification: What difference does a decade make? Gifted Child Quarterly.
Kidd, J., Lord, R., Splett, J. W., Varner, M., Yost, M., Corbin, C. & Sonsteng-Person, M. (in press). Considerations for universal mental health screening in schools: A qualitative study of implementation determinants. Journal of Emotional and Behavioral Disorders.

Maki, K.E., Codding, R.S., Zaslofsky, A.F., Dougé, M.C.E., & Thompson, S. (2024). The effects of task timing and complexity on students’ math strategy use and perceived task difficulty. School Psychology Review. Advanced online publication.

Maki, K.E., Dougé, M.C.E., Rubenstein, L. M., Smith, L.M., & DeShon, L. (Under Review). Seeing both sides: A systematic review of identification methods for twice-exceptional learners. Exceptional Children.

Splett, J. W., Perales, K., Pohlman, K., Alqueza, K., Collins, D., Gomez, N., Houston-Dial, R., Meyer, B. & Weist, M. D. (2024, June). Enhancing team functioning in schools’ multi-tiered systems of support. Eugene, Oregon: University of Oregon Press, Center for Positive Behavior Intervention and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). https://www.pbis.org/resource/enhancing-team-functioning-in-schools-multi-tiered-systems-of-support

Taylor, H. G., Benkart, R. A., Vrantsidis, D. M., Quach, J., Busch, T. A., Horn, T. C., Neel, M. L., & Maitre, N. L. (2024). School readiness predictors of early academic achievement in children born very preterm. Journal of Developmental & Behavioral Pediatrics. https://doi.org/10.1097/dbp.000000

Presentations:
Elhaney, M., Franklin, C., & Maki, K. (2024, November). Project DECODE: Enhancing Student Outcomes Through School Psych and Special Education Collaboration. [Poster] Florida Association of School Psychologists Annual Conference, St. Augustine, FL.

Campbell, R., Alqueza, K., Corbin, C., Holliday, C., Johnson, M., Kidd, J., Perales, K., Splett, J. W. (2024, December). Detecting and Preparing for Unexpected Effects of Implementing Universal Mental HealthScreening with Equity Enhancements. 2024 Annual Conference on Advancing School Mental Health, Orlando, FL

Dougé, M. & Hatfield, S. February, 2024. Perceptions of the Intervention and Assessment of Academic Skills. National Association of School Psychologists, New Orleans, LA.

Duncan, K., Gonsalves Rebello, M., Holmquist, A., Campbell, R. & Splett, J.W. (2024, December). The role of attitudes towards trauma-informed care in educator’s perceptions of personal and organizational acceptability. Annual Conference on Advancing School Mental Health, Orlando, FL

Greene, A.K., Dougé, M., Maki, K.E., Kranzler, J.H. February 2023. Gifted Eligibility and Identification Methods Across the United States. National Association of School Psychologists, Denver, CO

Horn, T., Winkelman, E. H., Yost, Kozlowski, K., Murthy, H., & Anthony, C. J. (2023, February). That’s valid, but let’s be fair: Fairness and validity evidence of SEL assessments [Paper presentation]. National Association of School Psychologists Annual Convention, New Orleans, LA.

Horn, T.C., Winkelman, E., Yost, M., Kozlowski, K., Anthony, C.J. (2024, February). Validity and Fairness Evidence of Commonly Recommended SEL Assessments. [Paper presentation]. Annual Conference of the National Association of School Psychologists, New Orleans, LA.

Kidd, J., Lord, R., Alfonso, Z., Abshier, D. & Splett, J. W. (2024). Preliminary Results of the Interconnected Systems Framework in Middle Schools. Presented at the National Association of School Psychologists 2024 Annual Convention, New Orleans, LA.

Milam, A.N., Ateyah, W.A., Alqueza, K.L., Harris, M., Williams, J., & Romero, R.A. (2024, August). Utilizing Culturally Responsive and Neurodiversity-Affirming Practices in Autism Assessment [Critical Conversation Presentation]. APA 2024 Convention, Seattle, WA, United States

Mathews, H.M., Milam, A.N., Gíani, M., & Bason, F.J. (2024, November). Understanding Children’s Perspectives on Special Education Teaching Quality [Symposium]. Council for Exceptional Children: Teacher Education Division Conference. Pittsburgh, PA

Milam, A.N., Kozlowski, K., & Romero, R.A. (2024, November). Examining Autistic Perspectives in Social Skills Intervention Research [Poster]. Council for Exceptional Children: Teacher Education Division Conference. Pittsburgh, PA.

Rebello, M. G.,; Silva, S. V.; I.S.; Sanches, Z.M.; Melo, M.H.S. (2024, September). Formative assessment of Project Family at School: a school-based program to promote parenting skills [Conference Presentation]. 15th EUSPR Conference and Members’ Meeting, Cremona, Italy

Splett, J.W., Kidd, J., Alqueza, K., Corbin, C., Johnson, M., Perales, K., & Halliday, C. A. (2024). Detecting and Preparing for Unexpected Effects of Implementing Universal Mental Health Screening with Equity Enhancements. Annual Conference on Advancing School Mental Health, Orlando, FL.

Stevens, G., Hatfield, S., Milam, A.N., Maki, K.E., Newell, K.W., & Zaslofsky, A.F. (2024, February). A Novel Synthesis of Single-Case Design Reading Interventions: Measures of Effect [Poster]. National Association of School Psychologists Conference, New Orleans, LA.

Trainor, K. M., Ceneus, L., Gunn, S., MacDonald, M., Oquendo, J., Parsons, H., Quintero, E., Rivers, K., Romelus, J., & Thomas, D. (2024, August). Helping My Child Excel: Healthy Habits for Back to School Success with Gator Connect. Invited presentation for the families and guardians of Joseph Williams Elementary School, School Boards of Alachua Co.

Trainor, K., Parsons, H., Edwards, A., Machado, M. M., Jean-Philippe, S., & Splett, J. W. (2024, December). Interdisciplinary Training in School Mental Health: School Psych, School Counseling & Mental Health Counseling Preparation. Presented at the Annual Conference on Advancing School Mental Health, Orlando, FL.

Woods, B., Dougé, M.C.E., Newpower, A.J., Nelson, K.J., Maki, K.E., Zaslofsky, A.F., Codding, R., & Hall, G. (2023, February). Development of a Math Metacognition to Support Math Learning. National Association of School Psychologists, Denver, CO

Zambrano, T. (2023, July 8). Evaluating the impact of ADOS-2 usage on district-level ASD prevalence rates. 44th Annual Conference of the International School Psychology Association, Bologna, Italy

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School Psychology

John Murty
Indiana School Psychologist of the Year

Student Testimonials

When deciding which program to attend, I recall being especially impressed by the number of publications and conference presentations that UF’s students completed annually. This let me know that research activities were a priority and highly supported. I was also attracted to the possibility of receiving clinical training in diverse settings. UF has proven to be a perfect fit for me.

Rob WingfieldPh.D. Program

As a doctoral candidate on internship, I feel as though my experiences at the University of Florida have prepared me well for a future position as a practitioner and/or researcher. By having access to unique populations, I have been able to conduct research on a wide variety of topics, which have been presented at local, state, and national conferences.

Cindi FloresPh.D. Program

My experiences in the School Psychology Program at UF really prepared me for my next steps as an intern, and I leave work every day with a smile on my face because I know that this is the right field for me.