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James C. DiPerna - Publications

Affiliations: 
Educational Psychology, Counseling, and Special Education Pennsylvania State University, State College, PA, United States 
Area:
Theory and Methods, Elementary Education
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48 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Cheng W, Lei PW, DiPerna JC. Using a person-centered analysis to examine second-grade outcomes of a universal SEL program. School Psychology (Washington, D.C.). PMID 36892896 DOI: 10.1037/spq0000539  0.414
2022 Sandilos LE, Neugebauer SR, DiPerna JC, Hart SC, Lei P. Social-Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers' Interactions with Students. School Mental Health. 1-12. PMID 36188165 DOI: 10.1007/s12310-022-09543-0  0.756
2022 Anthony CJ, Elliott SN, Yost M, Lei PW, DiPerna JC, Cefai C, Camilleri L, Bartolo PA, Grazzani I, Ornaghi V, Cavioni V, Conte E, Vorkapić ST, Poulou M, Martinsone B, et al. Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries. Frontiers in Psychology. 13: 928189. PMID 35983195 DOI: 10.3389/fpsyg.2022.928189  0.369
2022 Hunter LJ, DiPerna JC, Hart SC, Neugebauer S, Lei P. Examining teacher approaches to implementation of a classwide SEL program. School Psychology (Washington, D.C.). PMID 35482638 DOI: 10.1037/spq0000502  0.428
2020 Styck KM, Anthony CJ, Sandilos LE, DiPerna JC. Examining Rater Effects on the Classroom Assessment Scoring System. Child Development. PMID 32864745 DOI: 10.1111/Cdev.13460  0.736
2020 Anthony CJ, Elliott SN, DiPerna JC, Lei PW. The SSIS SEL Brief Scales-Student Form: Initial development and validation. School Psychology (Washington, D.C.). 35: 277-283. PMID 32673055 DOI: 10.1037/spq0000390  0.417
2020 Hart SC, DiPerna JC, Lei P, Cheng W. Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance Educational Researcher. 49: 5-19. DOI: 10.3102/0013189X19898721  0.405
2020 Anthony CJ, Elliott SN, DiPerna JC, Lei P. Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form: Journal of Psychoeducational Assessment. 73428292095324. DOI: 10.1177/0734282920953240  0.423
2020 Anthony CJ, Elliott SN, Diperna JC, Lei PW. Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms Early Childhood Research Quarterly. 53: 625-637. DOI: 10.1016/J.Ecresq.2020.07.006  0.455
2020 Hunter LJ, DiPerna JC, Cheng W, Lei P, Hart SC. Twice as Nice? Sustained Exposure to a Universal Social–Emotional Learning Program Across Multiple Grades School Mental Health. 1-17. DOI: 10.1007/S12310-020-09392-9  0.503
2018 Hunter LJ, DiPerna JC, Hart SC, Crowley M. At what cost? Examining the cost effectiveness of a universal social-emotional learning program. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 33: 147-154. PMID 29629791 DOI: 10.1037/Spq0000232  0.354
2018 DiPerna JC, Lei P, Cheng W, Hart SC, Bellinger J. A cluster randomized trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in first grade. Journal of Educational Psychology. 110: 1-16. DOI: 10.1037/Edu0000191  0.788
2018 Anthony CJ, DiPerna JC. Piloting a Short Form of the Academic Competence Evaluation Scales School Mental Health. 10: 314-321. DOI: 10.1007/S12310-018-9254-7  0.487
2017 Wollersheim Shervey S, Sandilos LE, DiPerna JC, Lei PW. Social Validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the Primary Grades. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 28414506 DOI: 10.1037/Spq0000203  0.763
2017 Anthony CJ, DiPerna JC. Identifying Sets of Maximally Efficient Items From the Academic Competence Evaluation Scales-Teacher Form. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 28368149 DOI: 10.1037/Spq0000205  0.472
2017 Anthony CJ, DiPerna JC. Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale Journal of Psychoeducational Assessment. 37: 307-319. DOI: 10.1177/0734282917743335  0.406
2016 Sandilos LE, Shervey SW, DiPerna JC, Lei P, Cheng W. Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 27175733 DOI: 10.1037/Spq0000155  0.719
2016 Anthony CJ, DiPerna JC, Lei PW. Maximizing measurement efficiency of behavior rating scales using Item Response Theory: An example with the Social Skills Improvement System - Teacher Rating Scale. Journal of School Psychology. 55: 57-69. PMID 26931067 DOI: 10.1016/J.Jsp.2015.12.005  0.44
2016 Hall GE, DiPerna JC. Childhood Social Skills as Predictors of Middle School Academic Adjustment The Journal of Early Adolescence. 37: 825-851. DOI: 10.1177/0272431615624566  0.529
2016 Hart SC, DiPerna JC. Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits Journal of Applied School Psychology. 33: 1-15. DOI: 10.1080/15377903.2016.1229705  0.483
2016 Cheng W, Lei PW, DiPerna JC. An Examination of Construct Validity for the EARLI Numeracy Skill Measures Journal of Experimental Education. 1-24. DOI: 10.1080/00220973.2015.1101532  0.44
2016 Diperna JC, Lei P, Bellinger J, Cheng W. Effects of a universal positive classroom behavior program on student learning Psychology in the Schools. 53: 189-203. DOI: 10.1002/Pits.21891  0.794
2015 DiPerna JC, Lei P, Bellinger J, Cheng W. Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 30: 123-41. PMID 25111465 DOI: 10.1037/Spq0000079  0.789
2014 Anthony CJ, DiPerna JC, Amato PR. Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects. Journal of School Psychology. 52: 249-61. PMID 24930818 DOI: 10.1016/J.Jsp.2014.03.003  0.357
2014 Norwalk KE, DiPerna JC, Lei PW. Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI). Journal of School Psychology. 52: 83-96. PMID 24495496 DOI: 10.1016/J.Jsp.2013.11.006  0.791
2014 Kettler RJ, Elliott SN, DiPerna JC, Bolt DM, Reiser D, Resurreccion L. Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement Journal of Applied School Psychology. 30: 338-354. DOI: 10.1080/15377903.2014.950442  0.5
2014 Sandilos LE, DiPerna JC. Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K-3) Early Education and Development. 25: 894-914. DOI: 10.1080/10409289.2014.883588  0.737
2014 Wu Q, Lei Pw, DiPerna JC, Morgan PL, Reid EE. Identifying Differences in Early Mathematical Skills Among Children in Head Start International Journal of Science and Mathematics Education. DOI: 10.1007/S10763-014-9552-Y  0.637
2014 Reid EE, Diperna JC, Missall K, Volpe RJ. Reliability and structural validity of the teacher rating scales of early academic competence Psychology in the Schools. 51: 535-553. DOI: 10.1002/Pits.21769  0.708
2012 Norwalk KE, DiPerna JC, Lei PW, Wu Q. Examining early literacy skill differences among children in Head Start via latent profile analysis. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 27: 170-83. PMID 22963070 DOI: 10.1037/Spq0000003  0.793
2011 Hochstedt KS, Lei PW, DiPerna JC, Morgan PL. Examining the dimensionality of earli literacy skill scores using nonlinear factor analysis Journal of Psychoeducational Assessment. 29: 395-406. DOI: 10.1177/0734282910384930  0.471
2011 Bellinger JM, Diperna JC. Is fluency-based story retell a good indicator of reading comprehension? Psychology in the Schools. 48: 416-426. DOI: 10.1002/Pits.20563  0.784
2010 Goffreda CT, DiPerna JC. An empirical review of psychometric evidence for the dynamic indicators of basic early literacy skills School Psychology Review. 39: 463-483.  0.755
2010 Lago RM, DiPerna JC. Number sense in kindergarten: A factor-analytic study of the construct School Psychology Review. 39: 164-180.  0.351
2009 Lei PW, Wu Q, DiPerna JC, Morgan PL. Developing short forms of the EARLI numeracy measures: Comparison of item selection methods Educational and Psychological Measurement. 69: 825-842. DOI: 10.1177/0013164409332215  0.415
2009 Reid MA, Diperna JC, Morgan PL, Lei PW. Reliability and validity evidence for the earli literacy probes Psychology in the Schools. 46: 1023-1035. DOI: 10.1002/Pits.20441  0.703
2009 Goffreda CT, Diperna JC, Pedersen JA. Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (Dibels) Psychology in the Schools. 46: 539-552. DOI: 10.1002/Pits.20396  0.752
2007 DiPerna JC, Lei PW, Reid EE. Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study - Kindergarten cohort Journal of Educational Psychology. 99: 369-379. DOI: 10.1037/0022-0663.99.2.369  0.65
2006 DiPerna JC. Academic enablers and student achievement: Implications for assessment and intervention services in the schools Psychology in the Schools. 43: 7-17. DOI: 10.1002/Pits.20125  0.565
2006 Volpe RJ, DuPaul GJ, DiPerna JC, Jitendra AK, Lutz JG, Tresco K, Junod RV. Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers School Psychology Review. 35: 47-61.  0.314
2005 DiPerna JC, Volpe RJ, Elliott SN. A model of academic enablers and mathematics achievement in the elementary grades Journal of School Psychology. 43: 379-392. DOI: 10.1016/J.Jsp.2005.09.002  0.493
2005 Diperna JC, Volpe RJ. Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample Psychology in the Schools. 42: 345-354. DOI: 10.1002/Pits.20095  0.56
2005 Volpe RJ, DiPerna JC, Hintze JM, Shapiro ES. Observing students in classroom settings: A review of seven coding schemes School Psychology Review. 34: 454-474.  0.339
2004 Vereb RL, DiPerna JC. Teachers' knowledge of ADHD, treatments for ADHD, and treatment acceptability: An initial investigation School Psychology Review. 33: 421-428. DOI: 10.1080/02796015.2004.12086259  0.361
2004 Elliott SN, DiPerna JC, Mroch AA, Lang SC. Prevalence and patterns of academic enabling behaviors: An analysis of teachers' and students' ratings for a national sample of students School Psychology Review. 33: 302-309.  0.424
2002 DiPerna JC, Volpe RJ, Elliott SN. A model of academic enablers and elementary reading/language arts achievement School Psychology Review. 31: 298-312. DOI: 10.1080/02796015.2002.12086157  0.467
2002 DiPerna JC, Elliott SN. Promoting academic enablers to improve student achievement: An introduction to the mini-series School Psychology Review. 31: 293-297.  0.342
1999 DiPerna JC, Elliott SN. Development and validation of the academic competence evaluation scales School Effectiveness and School Improvement. 17: 207-225. DOI: 10.1177/073428299901700302  0.559
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