Overview
Dr. Volpe serves on the editorial boards of Journal of School Psychology, and School Psychology Review. He has served as President of the Society for the Study of School Psychology and is Co-Director of the Center for Research in School-based Prevention at Northeastern University and Co-Director of the International Center for School-based Prevention of Academic and Behavior Problems (Internationales Zentrum für schulbasierte Prävention von Lern- und Verhaltensproblemen) at the Univeristy of Cologne in Cologne, Germany.
Research
Dr. Volpe has authored or co-authored over 130 journal articles, books and book chapters. His primary research interests center around (a) designing and evaluating behavioral assessment measures and systems to support school-based problem-solving models for students with emotional and behavior problems, (b) interventions to support the school functioning of students with ADHD, and (c) interventions to support early literacy development.
Service
Dr. Volpe serves on the editorial boards of Journal of School Psychology, and Journal of Attention Disorders, and is Consulting Editor for School Psychology Review. He has served as President of the Society for the Study of School Psychology and is Co-Director of the Center for Research in School-based Prevention at Northeastern University and Co-Director of the International Center for School-based Prevention of Academic and Behavior Problems (Internationales Zentrum für schulbasierte Prävention von Lern- und Verhaltensproblemen) at the Univeristy of Cologne in Cologne, Germany.
Selected Honors and Awards
2020
Fellow, American Psychological Association
2017
Society for the Study of School Psychology, President
2014
Ed Shapiro Research Award, Society for the Study of School Psychology
2013
Society for the Study of School Psychology, Member
Catalyst Scholar, Society for the Study of School Psychology Research Collaboration Conference
2011
Catalyst Scholar, Society for the Study of School Psychology Research Collaboration Conference
2010
Mid-Career Scholar, School Psychology Research Summit, Society for the Study of School Psychology
Outstanding Service Award, Division 16, American Psychological Association
2007
Early Career Scholar, School Psychology Research Collaboration Conference, Society for the Study of School Psychology/American Psychological Association Division 16/National Association for School Psychologists
2004
Article of the Year Award, Journal of School Psychology
International Society for Research in Child and Adolescent Psychopathology, Member
1993
Psi Chi, National Honors Society of Psychology
Selected Recent Publications
(* student co-author)
Volpe, R. J., *Aideyan, B., Crossing, A., *Lanni, S., *Hill, E., *Sehgal, K., & *Muse, C. (in press). A review of programs to increase diversity in professional psychology training programs. The Counseling Psychologist.
*Yeung, T. S., Volpe, R. J., Briesch, A. M., Daniels, B., & Casale, G. (2024). Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2024.101389
Volpe, R. J., Hill, E.*, Leiwant, I.*, & Briesch, A. M. (2023). Observing students in classroom settings: A review of seven observation tools. School Psychology Review, 52, 735-746. DOI: 10.1080/2372966X.2021.2001692
Volpe, R. J., Matta, M., & Briesch, A. M. (2023). Formative behavioral assessment across eight Constructs: Dependability of direct behavior ratings and formative rating measures. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2023.101251
Casale, G., Herzog, M., & Volpe, R. J. (2023). Measurement efficiency of a teacher rating scale to screen for students at risk for social, emotional, and behavior problems. Journal of Intelligence. DOI: 10.3390/jintelligence11030057
Anthony, C. J., Styck, K. M., Volpe, R. J., & Robert, C. R. (2023). Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales. School Psychology, 38(2), 119–128. https://doi.org/10.1037/spq0000518
Long, S.*, Volpe, R. J., & Briesch, A. M. (2022). Evaluation of a computer‐assisted letter sound tutoring program: An application to preschool English language learners. Psychology in the Schools. https://doi-org.ezproxy.neu.edu/10.1002/pits.22784
Volpe, R. J., Chafouleas, C. M., Ardoin, S. P., & Jimerson, S. R. (2022). The Science of School Psychology. Journal of School Psychology, 94, A1-A12.
Hill, E.*, Volpe, R. J., & Briesch, A. M. Briesch, A. M., (2022). Psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive behaviors. School Psychology Review. DOI: 10.1080/2372966X.2021.2001692
Casale, G., Volpe, R. J., Briesch, A. M., Grosche, M., & Henneman, T. (2021). Dependability of direct behavior rating single- and multi-Item scales across raters and days in different school subjects. Journal of Assessment for Effective Intervention, 46(2), 143-154.
Volpe, R. J., Yeung, T. S.*, Casale, G., Krull, J., Briesch, A. M., & Henneman, T. (2021). Evaluation of a German language school-based universal screening for student social, emotional, and behavioral risk. International Journal of School & Educational Psychology, 9 (Suppl 1), S10-S20.
Ogg, J., Rogers, M., & Volpe, R. J. (2020). The role of ADHD symptoms in the relationships between parents’ beliefs and educational involvement behaviors. Journal of Child and Family Studies, 29, 3586-3595.
Didaskalou, E., Briesch, A. M., Volpe, R. J., & Roussi-Vergou, C. (2020). Psychometric properties of the Classroom Observation of Engagement, Disruptive, and Disrespectful Behavior (COEDD) in Greek school children. International Journal of School and Educational Psychology.
Matta, M., Briesch, A. M., Volpe, R. J., & Owens, J. S. (2020). Five direct behavior rating multi-Item scales: Sensitivity to the effects of classroom interventions. Journal of School Psychology, 81, 28-46.
Volpe, R. J., Chaffee, R.*, Yeung, T. S.*, & Briesch, A. M. (2020). Initial development of multi-item direct behavior rating measures of academic enablers. School Mental Health, 12, 77-87.
Yeung, T. S.*, Volpe, R. J., Briesch, A. M. (2020). Reliability and validity of a Chinese language universal behavioral screener International Journal of School and Educational Psychology, 8(supplemental 1), 1-11.
Chaffee, R.*, Briesch, A. M., Volpe, R. J., Johnson, A. H., & Dudley, L. (2019). Effects of a class-wide positive peer reporting intervention on middle school student behavior. Behavioral Disorders. Advance online publication. https://doi.org/10.1177/0198742919881112
Casale, G., Volpe, R. J., Grosche, M., Hennemann, T., Briesch, A. M., & Daniels, B. (2019). Konstruktvalidität eines universellen Screenings zur unterrichtsnahen und ökonomischen Diagnostik herausfordernden Verhaltens von Schüler*innen – eine Multitrait-Multimethod-Analyse [Construct validity of a Universal Screener for Challenging Classroom Behaviors in Students – a Multitrait-Multimethod Approach]. Zeitschrift für Pädagogische Psychologie. [German Journal of Educational Psychology, 33, 17-31].
Codding, R. S., Volpe, R. J., Martin, R. J. & Krebs, G. (2019). Enhancing mathematics fluency: comparing the spacing of practice sessions with the number of opportunities to respond. School Psychology Review, 48, 88-97.
Hannish, C., Casale, G., Volpe, R. J., Briesch, A. M., Richard, S., Meyer, H., Hövel, D., Hagen, T., Krull, J., & Henneman, T. (2019). Gestufte förderung in der grandschule: Konzeption eines mehrstufigen, multimodalen Förderkonzepts bei expansivem Problemverhalten. [Tiered promotion in elementary school: Conception of a multi-stage, multimodal funding concept for expansive problem behavior.] Präv Gesundheitsf. [Prevention and Health Promotion] https://doi.org/10.1007/s11553-018-0700-z
Casale, G., Grosche, M., Volpe, R. J. & Hennemann, T. (2018). Zuverlässigkeit von Verhaltensverlaufsdiagnostik über Rater und Messzeitpunkte bei Schülern mit externalisierenden Verhaltensproblemen. Themenheft „Verlaufsdiagnostik“. Empirische Sonderpädagogik, 9. [Dependability of Direct Behavior Rating across Rater and Occasion in Students with Externalizing Behavior Problems. Special issue “Progress Monitoring in Schools.” Empirical Special Education, 9.]
Casale, G., Volpe, R. J., Daniels, B., Hennemann, T., Briesch, A. M., & Grosche, M. (2018). Measurement invariance of a universal behavioral screener across samples from the USA and Germany. European Journal of Psychological Assessment, 34, 87-100.
Volpe, R. J. & Briesch, A. M. (2018). Commentary: Establishing evidence-based behavioral screening practices in U.S. schools. School Psychology Review, 47, 396-402.
Courses
Advanced Psychometric Principles
School Psychology Practicum Seminar
