James C DiPerna

Biographic Data

ID5714349
NAMEJames C DiPerna
GIVEN NAMESJames C
FAMILY NAMEDiPerna
SIGNATUREDIPERNA J C
AFFILIATIONSPennsylvania State University
ORCID0000-0002-4663-9286
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS14
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2025
H-INDEX3

  • Real-world universal SEL and academic outcomes

    Open AccessSusan Crandall Hart, James C DiPerna et al.ARTICLEThe Journal of Educational Research2025

    In this preregistered cluster randomized effectiveness trial, the Social Skills Improvement System – Social-Emotional Learning Edition – Classwide Intervention Program was evaluated under routine conditions in 40 s-grade classrooms (N = 321 students) across 13 schools. Teachers in schools randomly assigned to the treatment condition employed their typical approach to program implementation without research team involvement while control classroom…

  • Utility of the social skills improvement system–rating scales for capturing dynamic social constructs

    Open AccessKatherine E Frye, Christopher J Anthony et al.ARTICLEChild Development2025References: 40

    Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System—Rating Scales (SSIS-RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% wh…

  • When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms

    Open AccessHui Zhao, Pui-Wa Lei et al.ARTICLEFrontiers in Education2023

    As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program …

  • Parents' assessment of students' social emotional learning competencies

    Open AccessStephen N Elliott, Christopher J Anthony et al.ARTICLEFamily Relations2022

  • Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives

    Open AccessKyle D Husmann, Timothy R Brick et al.ARTICLEJournal of School Psychology2022

  • Examining Rater Effects on the Classroom Assessment Scoring System

    Open AccessKara M Styck, Christopher J Anthony et al.ARTICLEChild Development2021

    The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher–child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sam…

  • Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms

    Open AccessChristopher J Anthony, Stephen N Elliott et al.ARTICLEEarly Childhood Research Quarterly2020

  • Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

    Open AccessSusan Crandall Hart, James C DiPerna et al.ARTICLEEducational Researcher2020Cited by: 3References: 37

    Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performanc…

  • Childhood Social Skills as Predictors of Middle School Academic Adjustment

    Open AccessGordon Hall, Gordon Emmett Hall et al.ARTICLEThe Journal of Early Adolescence2016Cited by: 3References: 2

    The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with …

  • Developing Short Forms of the Earli Numeracy Measures

    Open AccessPui-Wa Lei, Qiong Wu et al.ARTICLEEducational and Psychological…2009

    Currently, few measures are available to monitor young children’s progress in acquiring key early academic skills. In response to this need, the authors have begun developing measures (i.e., the Early Arithmetic, Reading and Learning Indicators, or EARLI) of preschoolers’ numeracy skills. To accurately and efficiently monitor acquisition of early skills, users require multiple short forms that are appropriate in difficulty level for young childre…

  • Redshirting and Early Retention

    Elizabeth Graue, M Elizabeth Graue et al.ARTICLEAmerican Educational Research…2000Cited by: 8References: 16

    This paper describes the results of a study that examined the prevalence of the delay of kindergarten entry, also known as academic redshirting. Utilizing a representative sample of Wisconsin school district, the authors examined the school records of more than 8,000 students to depict patterns of school entry, promotion, subsequent special services, and student achievement. Results indicate that approximately 7% of the sample bad delayed school …