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IMPACT ON EDUCATION
Robin Codding
Impact on Education   "Dr. Codding teaches graduate students how school...."
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Wheatley Hall, Floor 01, Room 00077
Tel. 617-287-7600
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:: Department of Counseling and School Psychology

Robin Codding

codding

PhD, Syracuse University

Telephone: 617-287-7613

Email: Robin.Codding@umb.edu

Dr. Codding’s research interests fall under the umbrella of facilitating data-based decision making and include examining and comparing academic interventions, investigating strategies to enhance treatment integrity of intervention implementation, and improving academic success for students with ADHD.

 

 

Published Scholarship

 
Peer Reviewed Articles:
   
Lewandowski, L.J.,  Lovett, B., Codding, R.S., & Gordon, M. (in press). Symptoms of
  ADHD in university students with and without ADHD diagnoses. Journal of Attention Disorders.
Codding, R.S., Shyiko, M., Russo, M., Birch, S., Fanning, E., & Jaspen, D. (2007).
  Comparing mathematics interventions: Does fluency predict intervention effectiveness? Journal of School Psychology, 45, 603-617.
Codding, R.S., Eckert, T.L., Fanning, E., Shyiko, M., & Solomon, E. (2007). Comparing
  mathematics interventions: The effects of cover-copy-compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioral Education, 16, 121-145.
Lewandowski, L.J., Lovett, B., Parolin, R., Gordon, M., & Codding, R.S. (2007).
  Extended time accommodations and the mathematics performance of students with and without ADHD.  Journal of Psychoeducational Assessment, 25, 17-28.
Eckert, T. L., Dunn, E. K., Codding, R. S., Begeny, J. C., & Kleinmann, A. E.  (2006).
  Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Psychology in the Schools, 43, 247-265.
Codding, R.S., Feinberg, A.B., Pace, G. M., & Dunn, E.  (2005). Effects of immediate
  performance feedback on implementation of behavior support plans.  Journal of Applied Behavior Analysis, 38, 205-219.
Codding, R. S., Lewandowski, L. J., & Eckert, T. L. (2005). Examining the efficacy of
  performance feedback and goal setting interventions: A comparison of two methods of goal setting. Journal of Evidence-Based Practices for Schools, 6, 42 – 58.
Codding, R. S., Skowron, J., & Pace. G. M.  (2005). Making data-based decisions:
  Training teachers to use assessment data to create instructional objectives. Behavioral Interventions, 20, 165-176.
Lewandowski, L.J., Codding, R.S., Kleinmann, A.E., & Tucker, K. L. (2003). 
  Assessment of reading rate in post-secondary students. Psychoeducational Assessment, 21, 134-144.
   
Book Chapters:
   
Eckert, T. L., Codding, R. S., Truckenmiller, A. J., & Rheinheimer, J. L. (in press).
  Improving children’s fluency in reading, mathematics, spelling, and writing: A review of evidence-based academic interventions. In K. A. Akin-Little, S. N. Little, M. Bray, & T. Kehle (Eds.), Handbook of Behavioral Interventions in Schools. Washington, DC: American Psychological Association.
Russo, D. C., Dunn, E.K., Pace, G., & Codding, R.S. (2007). Pediatric brain injury. In
  J.W. Jacobson and J.A. Mulick (Eds.), Handbook of intellectual and developmental disabilities: Issues on clinical child psychology (pp. 97-114). New York: Springer.
Pace, G. M., Codding, R.S., & Skowron, J. (2006). Antecedent intervention in brain
  injury rehabilitation.  In J. Luiselli (Ed.).  Antecedent assessment and interventions: Supporting children and adults with developmental disabilities  in community settings (pp. 207-225). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Eckert, T. L., Dunn, E. K., Codding, R.S., & Guiney, K. M.  (2000).  Self-Report: Rating
  scale measures.  In E.S. Shapiro and T. R. Kratochwill (Eds.). Conducting school-based assessments of child and adolescent behavior (pp. 150-169).  New York, NY: Guildford Publications, Inc.
Eckert, T. L., Dunn, E. K., Guiney, K. M., & Codding, R. S.  (2000).  Self-Report: Theory
  and research in using rating scales.  In E.S. Shapiro and T. R. Kratochwill (Eds.)  Behavioral assessment in schools: Theory, research and clinical foundations (2nd ed., pp. 288-321).  New York, NY: Guilford Publications, Inc.