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Robert Volpe

Professor and Chair, Department of Applied Psychology

Department of Applied Psychology, Faculty

Office: 408 International Village


Phone: 617.373.7970

View Résumé/CV

Skype: Robert_Volpe

Education: Ph.D., Lehigh University, BA, Stony Brook University

Certification: Dr. Volpe is a certified school psychologist.

Specializations: School Psychology

Research: Dr. Volpe has authored or co-authored over 100 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. He is Principle Investigator on a 4-Year Department of Education, Institute of Education Sciences Measurement Grant (Project iFAB) to develop a web-based system to monitor student social behavior.

Service: Dr. Volpe is Chair of the Department of Applied Psychology. He 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

Selected Honors and Awards:

2020                Fellow, American Psychological Association

2017                Society for the Study of School Psychology, President

2014                Ed Shapiro Award, Society for the Study of School Psychology

2013                Society for the Study of School Psychology, Member

2013                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

2010                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

2007                Editorial Appreciation Award, School Psychology Review

2004                Article of the Year Award, Journal of School Psychology

2004                International Society for Research in Child and Adolescent Psychopathology, Member

1993                Psi Chi, National Honors Society of Psychology


Courses: Learning Problems, Advanced Psychometric Principles, School Psychology Practicum Seminar.

Web page:

Selected Recent Publications (* student co-author)

Matta, M., Briesch, A. M., Volpe, R. J., & Owens, J. S. (in press). Five direct behavior rating multi-Item scales: Sensitivity to the effects of classroom interventions. Journal of School Psychology.

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.

Volpe, R. J., Yeung, T. S.*, Casale, G., Krull, J., Briesch, A. M., & Henneman, T. (2020). Evaluation of a German language school-based universal screening for student social, emotional, and behavioral risk. International Journal of School & Educational Psychology.

Casale, G., Volpe, R. J., Briesch, A. M., Grosche, M., & Henneman, T. (in press). Dependability of direct behavior rating single- and multi-Item scales across raters and days in different school subjects. Journal of Assessment for Effective Intervention.

Daniels, B., Briesch, A. M., & Volpe, R. J. (2019). Content validation of direct behavior rating multi-item scales using exploratory factor analysis. Journal of Emotional and Behavior Disorders.

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.

Volpe, R. J., Chaffee, R.*, Yeung, T. S.*, & Briesch, A. M. (in press). Initial development of multi-item direct behavior rating measures of academic enablers. School Mental Health.

Casale, G., Volpe, R. J., Briesch, A. M., Grosche, M., & Henneman, T. (in press). Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Days in Different School Subjects. Journal of Assessment for Effective Intervention.

Casale, G., Volpe, R. J., Grosche, M., Hennemann, T., Briesch, A. M., & Daniels, B. (in press). 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].

Daniels, B., Volpe, R. J., Briesch, A. M., & Sarno Owens, J. (in press). Content Validation of Direct Behavior Rating Multi-Item Scales Using Exploratory Factor Analysis. Journal of Emotional and Behavior Disorders.

Yeung, T. S.*, Volpe, R. J., & Briesch, A. M. (in press). Reliability and Validity of a Chinese Language Universal Behavioral Screener. International Journal of School & Educational Psychology.

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.

Briesch, A. M., Volpe, R., J., & Floyd, R. G. (2018). A Practical Guide to Classroom Observation. New York. The Guilford Press.

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.

Volpe, R. J., Casale, G., Mohiyeddini, C., Grosche, M., Hennemann, T., Briesch, A. M., & Daniels, B. (2018). A multi-gated behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren. Journal of School Psychology, 66, 25-40.

Mulé, C. M., Daniels, B., Volpe, R. J., Briesch, A. M., Joseph, L. M., Harris, K., Silwinski, S., & Leslie, L. K. (2018). A comparison of two sight word interventions: Traditional Drill and WordSheets. Journal of Behavioral Education, 27, 240-261.

Codding, R. S., Volpe, R. J., & Poncy, B. (2017). Early Math Interventions. New York, NY: The Guilford Press.

Daniels, B., Volpe, R. J., Fabiano, G. A., & Briesch, A. M. (2017). Classification accuracy and acceptability of the Integrated Screening and Intervention System Teacher Rating Form. School Psychology Quarterly. Advance online publication.

Daniels, B., Volpe, R. J., Briesch, A. M., & Gadow, K. D. (2017). Dependability and treatment sensitivity of multi-Item direct behavior rating scales for interpersonal peer conflict. Assessment for Effective Intervention, 43, 48-59.

Iznardo, M., Rogers, M., Volpe, R. J., Robaey, P., & Labelle, P. (2017). The effectiveness of daily behaviour report cards in a classroom setting for children with ADHD: A meta-analysis. Journal of Attention Disorders.

DuBois, M.*, Volpe, R. J., Burns, M. K., Hoffman, J. A., (2016). Evaluation of a parent-administered computer-aided tutoring program targeting letter-sound knowledge in preschool-aged children. Journal of School Psychology, 59, 39-53.

Volpe, R. J., & Briesch, A. M. (2016). Dependability of two scaling approaches to direct behavior rating multi-item scales assessing disruptive classroom behavior. School Psychology Review, 45, 39-52.

Ogg, J., Volpe, R., & Rogers, M. (2015). Understanding the Relationship Between Inattention and Early Literacy Trajectories in Kindergarten. School Psychology Quarterly, 31, 565-582.

Volpe, R. J., & Briesch, A. M. (2015). Multi-item direct behavior ratings: Dependability of two levels of assessment specificity. School Psychology Quarterly, 30, 431-442.

Casale, G., Hennemann, T., Volpe, R. J., & Grosche, M. (2015). Generalisierbarkeit und zuverlässigkeit von direkten verhaltensbeurteilungen des lern- und arbeitsverhaltens in einer inklusiven grundschulklasse. [Generalizability and dependability of direct behavior ratings of academically engaged behavior in an inclusive classroom setting.], Empirische Sonderpädagogik, 3, 258-268.

DuPaul, G, J, Kern, L., Caskie, G. I. L., & Volpe, R. J. (2015). Early intervention for young children with ADHD: Prediction of academic and behavioral outcomes. School Psychology Review, 44, 3-20.

Mulé, C. M., Volpe, R. J., Fefer, S., Leslie, L. K., & Luiselli, J. (2015). Comparing two sight-word reading interventions for a student with Autism Spectrum Disorder. Journal of Behavioral Education, 24, 304-316.

Daniels, B.*, Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (2014). Development of a problem-focused behavioral screener linked to evidence-based intervention. School Psychology Quarterly, 29, 438-451.

Briesch, A. M., Volpe, R. J., & Ferguson, T. D.* (2014). The influence of student characteristics on the dependability of observation data. School Psychology Quarterly, 29, 171-181.

Volpe, R. J. & Suldo, S. M. (2014). Theoretical frameworks in school psychological intervention research: Interdisciplinary perspectives and future directions. School Psychology Review, 43, 115-118.

DuBois, M. R*., Volpe, R. J., & Hemphill, E. M.* (2014). A randomized trial of a computer-assisted tutoring program targeting letter sound expression via incremental rehearsal. School Psychology Review, 43, 210-221.

Grosche, M. & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269.

DuPaul, G. J., Kern, L., & Volpe, R. J. (2013). Young children with attention-deficit/hyperactivity disorder: Effects of multi-setting psychosocial intervention across 24 months. School Psychology Review, 42, 56-75.

DuPaul, G. J., Kern, L., Volpe, R. J., Caskie, G. I. L., Sokol, N., Arbolino, L, Van Brakel, J., & Pipan, M. (2013). Comparison of parent education and functional assessment-based intervention across 24 months for your children with ADHD. School Psychology Review, 42, 56-75.

Volpe, R. J. & Fabiano, G. A. (2013). Daily behavior report cards: An evidence-based system of assessment and intervention. New York, NY: The Guilford Press.

Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single item and multiple item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41, 246-261.

Volpe, R. J., Young, G.* Piana, M. E.*, & Zaslofsky, A. F.* (2012). Integrating class-wide early literacy intervention and behavioral supports: A pilot investigation. Journal of Positive Behavior Interventions, 14, 56-64.

Volpe, R. J., Briesch, A., & Gadow, K. D. (2011). The efficiency of behavior rating scales to assess disruptive classroom behavior: Applying generalizability theory to streamline assessment. Journal of School Psychology, 49, 131-155.

Volpe, R. J., Burns, M. K., DuBois, M.* & Zaslofsky, A. F.* (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342.

Volpe, R. J., Mulé, C. M.* Briesch, A. M., Joseph, L. M., Burns, M. K. (2011). A comparison of two flashcard drill methods targeting word recognition. Journal of Behavioral Education, 20, 217-237.

McConaughy, S. H., Volpe, R. J., Antshel, K. M., Gordon, M., & Eiraldi, R. (2011). Academic and social impairments associated with attention deficit/hyperactivity disorder. School Psychology Review, 40, 200-225.

Volpe, R. J., & Gadow, K. D. (2010). Creating abbreviated rating scales to monitor classroom inattention-overactivity, aggression, and peer conflict: Reliability, validity, and treatment sensitivity. School Psychology Review, 39, 350-363.

Volpe, R. J., Briesch, A. M., & Chafouleas, S. M. (2010). Linking screening for emotional and behavioral problems to problem-solving efforts: An adaptive model of behavioral assessment. Assessment for Effective Intervention, 35, 240-244.

Chafouleas, S. M., Volpe, R. J., Gresham, F. M., & Cook, C. R. (2010). Behavioral assessment within problem-solving models: Current status and future directions. School Psychology Review, 39, 343-349.

Cook, C., Volpe, R. J., & Livanis, A. (2010). Constructing a roadmap for future universal screening research beyond academics.  Assessment for Effective Intervention, 35, 197-205.

Cook, C., Volpe, R. J., & Livanis, A. (2010). Universal screening beyond academic performance: Introduction to the special series. Assessment for Effective Intervention, 35, 195-196.

Zaslofsky, A. F.,* & Volpe, R. J. (2010). Graphing single case data in Microsoft Excel. School Psychology Forum, 4(2)15-24.

Volpe, R. J., McConaughy, S. H., & Hintze, J. M. (2009). Generalizability of classroom behavior problem and on-task scores from the Direct Observation Form. School Psychology Review, 38, 382-401.

Volpe, R. J., DuPaul, G. J., Jitendra, A. K., & Tresco, K. E. (2009). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics outcomes at one-year follow-up. School Psychology Review, 38, 5-13.

Volpe, R. J., Gadow, K. D., Blom-Hoffman, J., & Feinberg, A. B. (2009). Factor analytic and individualized approaches to constructing brief measures of ADHD behaviors. Journal of Emotional and Behavioral Disorders, 17, 118-128. DOI: 10.1177/1063426608323370.