Faculty & Staff
Robin Codding , PhD
- Associate Professor of Counseling and School Psychology,
- 617.287.7613 Telephone:
- Robin.Codding@umb.edu Email:
100 Morrissey Blvd. Office Location: Wheatley Hall, floor 02, room 174
PhD, Syracuse University
Robin S. Codding coordinates a school-based Interventions and Implementation research team that explores the effectiveness of academic, social skill, and behavioral interventions as well as the examination of consultation strategies that facilitate accurate and effective implementation of these interventions. Works in progress include a study examining effective class-wide mathematics fluency practices and their moderators (such as student treatment acceptability), a study examining how interventions facilitate generalization of skills, and a study examining the utility of self-efficacy and self-regulation as predictors of treatment effectiveness.
Recent publications include (*indicate student authors):
Codding, R. S., Chan-Iannetta, L. *George, S., *Ferreira, K., Volpe, R. (2011). Early Number Skills: Examining the Effects of Class-wide Interventions on Kindergarten Performance. School Psychology Quarterly, 26, 85-96.
Codding, R. S., Burns, M. K., & *Lukito, G. (2011). Meta-Analysis of Basic-Fact Fluency Interventions: A component analysis. Learning Disabilities Research & Practice, 26, 36-47.
DiGennaro Reed, F., Codding, R. S., Catania, C. N., & Maguire, H. (2010). Effects of video-modeling on treatment integrity of behavioral interventions. Journal of Applied Behavior Analysis, 43, 291-295.
Lannie, A. L., Codding, R. S., & McDougal, J. (2010). The use of change-sensitive measures to assess school-based therapeutic interventions: Linking theory to practice at the tertiary level. School Psychology Forum, 4 (2), 1-14.
Burns, M., Codding, R. S., *Boice, C., & *Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instruction and frustration level skills: Evidence for a skill-by-treatment Interaction. School Psychology Review, 39, 69-83.
Codding, R. S., *Archer, J., & Connell, J. (2010). A systematic replication and extension using Incremental rehearsal to improve multiplication skills: An investigation of generalization. Journal of Behavioral Education, 19, 93-105. [Invited]
*Baglici, S. P. Codding, R. S., & Tryon, G. (2010). Extending the research on tests of early numeracy: Longitudinal analyses over two years. Assessment for Effective Intervention, 35, 89-102.
*Kert, A. S., Codding, R. S., Tryon, G., & *Shiyko, M. (2010). Impact of the word bully on reported rate of bullying behavior. Psychology in the Schools, 47, 192-204.
*Merriman, D. & Codding, R. S. (2008). The effects of coaching on mathematics homework completion and accuracy of high school students with attention-deficit/hyperactivity disorder. Journal of Behavioral Education, 17, 339-355.
*Mouzakitis, A. & Codding, R. S. (in preparation.) The effects of self-monitoring and performance feedback on the treatment integrity of behavior support plan implementation.
*Schneider, A., Codding, R. S., & Tryon, G. (in preparation.) Comparing and combining accommodation and remediation interventions to improve written language performance of children with Asperger’s Syndrome.