Professor

Robin Codding

Applied Psychology Health Sciences

Education

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

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

Promoting youth academic success in schools
Curriculum-based assessment and data-based decision making

Projects

Math Anxiety Interventions and Contributing Factors: A series of projects are underway focusing on the impact of therapeutic and skill building interventions on math anxiety as well as the mechanisms in the instructional environment that contribute to or mitigate math anxiety.

Data-based Decision Making: In collaboration with Gena Nelson, we are working on a series of systematic and quantitative reviews of the literature on curriculum-based measurement in math.

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.

The Science of Math: An advocate and founding member; projects include dissemination of the integration of the science of learning and the science of math to impact policy and practices in K-12 math education.

Doctoral Candidate Advisee Dissertation Projects

Abigail Goodridge: Evaluating the Effects of a Combined Math Achievement and Growth Mindset Intervention

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

Recent Selected Publications

(*indicates student co-author)

Codding, R. S., Nelson, P., Parker, D., *Edmunds, R., & *Klaft, J. (2022).  Examining the impact of a tutoring program implemented with community support on math proficiency and growth. Journal of School Psychology, 90, 82-93.

*Kromminga, K. R. & Codding, R. S. (2021). A comparison of 1:1 flashcards and a tablet app on student mathematics proficiency. Journal of Behavioral Education, 30 (4) 578- 603. https://doi.org/10.1007/s10864-020-09392-4.

*McKevett, N. & Codding, R. S. (2021). Brief experimental analysis of math interventions: A synthesis of evidence. Assessment for Effective Intervention, 46  (3), 217-227. Doi:10.11777/1534508419883937.

Codding, R. S., Begeny, J., *Kromminga, K. R., *Edmunds, R. R., *Klaft, J., *Diggs, C., & Hansen- Burke, A. (2020). Do motivational strategies improve the effects of a small-group math intervention program? Journal of Applied School Psychology, 36, 235-260. https://doi-org.ezproxy.neu.edu/10.1080/15377903.2019.1682735.

Codding, R. S., Collier-Meek, M., Jimerson, S., Klingbeil, S., Mayer, M. J., & Miller, F. (2020). School Psychology reflections on COVID-19, antiracism, and gender and racial disparities in publishing [Editorial]. School Psychology, 35, 227-232.  http://dx.doi.org/10.1037/spq0000399

*McKevett, N. M., *Kromminga, K. R., *Ruedy, A., *Roesslein, R., *Running, K., & Codding, R. S. (2020). The effects of motion math: Bounce on students’ fraction knowledge. Learning Disabilities Research & Practice, 35, 25-35. https://doi-  org.ezproxy.neu.edu/10.1111/ldrp.12211

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.

*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

Contact Information

Office

408 INV

Email

[email protected]

Curriculum Vitae