Robert Volpe

Professor & Interim Chair
  • Department of Applied Psychology

Office: 413 International Village
Phone: 617.373.7970

 Education: Ph.D., Lehigh University

Certification: Dr. Volpe is a certified school psychologist.

Specializations: School Psychology

Research: Dr. Volpe’s primary research interests center around (a) designing and evaluating behavioral assessment measures and systems to support school-based problem solving for 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 serves on the editorial boards of Journal of School Psychology, School Psychology Review, School Mental Health and Journal of Attention Disorders. He is President of the Society for the Study of School Psychology. He is Co-Director of the Center for Research in School-based Prevention.

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

Selected Recent Publications (* student co-author)

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

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

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

 Briesch, A. M., Ferguson, T. D.*, Daniels, B., Volpe, R. J., & Feinberg, A. (accepted pending minor revisions). Examining the influence of interval length on the dependability of observational estimates. School Psychology Review.

Briesch, A. M., Casale, G., Grosche, M., Volpe, R. J., & Hennemann, T. (accepted with minor revisions). Initial validation of the Usage Rating Profile-Assessment for use within German language schools. Learning Disabilities: A Contemporary Journal.

Casale, G., Volpe, R. J., Daniels, B., Hennemann, T., Briesch, A. M., & Grosche, M. (in press). Measurement Invariance of a Universal Behavioral Screener across Samples from the USA and Germany. European Journal of Psychological Assessment.

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

Daniels, B., Volpe, R. J., Fabiano, G. A., & Briesch, A. M. (2016, February 29). Classification Accuracy and Acceptability of the Integrated Screening and Intervention System Teacher Rating Form. School Psychology Quarterly. Advance online publication.

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, November 9). Understanding the Relationship Between Inattention and Early Literacy Trajectories in Kindergarten. School Psychology Quarterly. Advance online publication.

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.

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.

 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.