B.A., Psychology, Allegheny College
M.S., School Psychology, Syracuse University
Ph.D., School Psychology, Syracuse University

Research Interests:
My research interests focus on the intersection of intervention and implementation by developing and exploring the effectiveness of school-based academic interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation.

Courses: Learning Problems; Curriculum-based Assessment & Instruction Current


Accelerating Math Performance with Practice Strategies (AMPPS): This project, conducted in collaboration with John Begeny at North Carolina State University, involves the development and evaluation of a resource-friendly mathematics intervention program focusing on whole number knowledge that aligns with current empirical evidence and educational policy.

Promoting Conceptual and Procedural Knowledge of Whole Numbers through Peer Tutoring: This project involves evaluating three practice strategies (i.e., standard drill, strategy-focused, and math vocabulary) delivered through peer-tutoring to promote basic fact fluency at the classroom level.

Doctoral Candidate Advisee Dissertation Projects:

Rebecca Edmunds: The Differential Effects of Elaborated Task and Process Feedback on a Multi-digit Multiplication

Kourtney Kromminga: Comparing Effects and Generalization of Intervention Modality on Student Math Proficiency

Leila Jones: Mathematics Word Problem Solving with ELLs: An Intervention Comparison Study

Kristin Running: Evidence-Based Instructional Principles and Sequences for Effective Fraction Instruction

Nicole M. Weber: Evaluating a Skill-by-Treatment Interaction in Computational Fluency through Brief Experimental Analysis

Recent Selected Publications (*indicates student co-author):

  1. Codding, R. S., Volpe, R. *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.
  2. Petersen-Brown, S., Henze, E. E. C., Klingbeil, D. A., Reynolds, J. L., Weber, R. C., Codding, R. S. (2019). The use of touch devices for enhancing academic achievement: A meta-analysis. Psychology in the Schools. Advance online publication. doi:10.1002/pits.2225
  3. *Roesslein, R. & Codding, R. S. (2019). Fraction interventions for struggling elementary math learners: A review of the literature. Psychology in the Schools, 56, 413-432.
  4. *DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & *Gould, K. M. (2018). Examining dimensions of treatment intensity and treatment fidelity in mathematics intervention research for students at risk. Remedial and Special Education, online first. DOI: 10.1177/0741932518774801
  5. *Kleinert, W. L., Codding, R. S., Minami, T., & *Gould, K. (2018). A meta-analysis of the taped problems intervention. Journal of Behavioral Education, 27, 53-80. doi:10.1007/s10864-017-9284-5
  6. Cook, A., Codding, R.S., *Silva, M, & Hayden, L. (2017). Enhancing school counselor research and practice in data-based assessment through single-case research design. Counseling Outcome Research and Evaluation, 8, 48-62.
  7. Cook, A., *Silva, M., Hayden, L., & *Brodsky, L. & Codding, R. S. (2017). Exploring the use of shared reading as a culturally responsive counseling intervention to promote academic and social-emotional development. Journal of Child and Adolescent Counseling, 3, 14-29.
  8. *Kleinert, W. L., *Silva, M. R., Codding, R. S., Feinberg, A. B., & St. James, P. (2017). Enhancing classroom management using the classroom check-up consultation model with in-vivo coaching and goal setting components. School Psychology Forum, 11, 5-19.
  9. VanDerHeyden, A., Codding, R. S., & *Martin, R. (2017). Relative value of common screening measures in mathematics. School Psychology Review, 46, 65- 87.
  10. Codding, R. S., VanDerHeyden, A. M., *Martin, R. J., *Allard, N., *Desai, S., & *Pearrault, L. (2016). Manipulating treatment dose: Evaluating the frequency of a small group intervention targeting whole number operations. Journal of Learning Disabilities Research & Practice, 31, 208-220.