Associate Professor

Robin Codding

Applied Psychology

Education

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

Projects

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)

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.

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

*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. https://doi.org/10.1002/pits.22196

*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

*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

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.

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. http://dx.doi.org/10.1080/23727810.2017.1280327

*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.

VanDerHeyden, A., Codding, R. S., & *Martin, R. (2017). Relative value of common screening measures in mathematics. School Psychology Review, 46, 65- 87.

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.

Contact Information

Office

408 INV

Email

[email protected]

Curriculum Vitae