Robin Codding | Northeastern University (original) (raw)

Papers by Robin Codding

Learning Disabilities Research & Practice, 2019

National assessments suggest that many students do not display proficiency with fractions. Consid... more National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifthgrade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre-to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.

Journal of Behavioral Education, 2013

Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers ... more Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers of research publications across disciplines on this topic. As a result, the past 30 years of research has yielded a variety of procedures to guide research and practice, which we hope translates into better educational practices and services. Despite our progress, much remains unknown. As an introduction to the special issue on advancements in procedural fidelity, this article will briefly describe the conceptual and definitional issues surrounding this topic, summarize the relevance of procedural fidelity to education and research, and highlight the articles in this issue that address proposed research priorities.

The purpose of this document is to provide readers with the coding protocol that authors used to ... more The purpose of this document is to provide readers with the coding protocol that authors used to code 51 studies that met inclusion criteria for a systematic review. This systematic review focused on how literacy is incorporated into informal math intervention studies for children in preschool to third grade. We investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. We coded studies in this systematic review to answer the following research questions: (1) How is literacy incorporated? (2) What literacy activities are integrated? (3) How is literacy a part of data sources collected? And (4) In what ways do researchers explicitly mention literacy in their research reports? The most common literacy activity was speaking and listening, and the most frequently included data source related to literacy was standardized literacy achievement measures....

Remedial and Special Education, 2022

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprising... more Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transition...

Innovation in Aging, 2021

COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among ... more COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among the most challenging impacts of the virus, leaving many parents with the burden of schooling their children at home. Another major impact of the virus was the social isolation and loneliness felt by many retired, older adults, who were sheltering at home. The disruptions of COVID-19 led our inter-professional team to develop the Intergenerational Tutoring program. Intergenerational Tutoring addresses a service delivery gap in schools because tutors expand schools' capacity to implement evidence-based instruction with students in need of individual support. At the same time, research shows that meaningful volunteering supports the well-being of older adults across physical, psychosocial and cognitive dimensions of health. The aim of the Intergenerational Tutoring program is to pair older adults with kindergarten children in high needs schools to implement early literacy interventions ...

The purpose of this randomized controlled trial was to evaluate elementary-aged students&... more The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.

Focus on Autism and Other Developmental Disabilities, 2013

The relative effectiveness of two writing accommodations, word processing (WP) and speech-recogni... more The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed.

School Psychology …, 2010

Page 1. Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustr... more Page 1. Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction Matthew K. Burns University of Minnesota Robin S. Codding University of Massachusetts at Boston ...

Assessment for Effective Intervention, 2010

Assessment for Effective Intervention Volume 35 Number 2 March 2010 89-102 © 2010 Hammill Institu... more Assessment for Effective Intervention Volume 35 Number 2 March 2010 89-102 © 2010 Hammill Institute on Disabilities 10.1177/1534508409346053 http://aei.sagepub.com hosted at http://online.sagepub.com ... Authors' Note: Stephanie Petreshock Baglici, Washington ...

Counseling Outcome Research and Evaluation

Psychology in the Schools

Assessment for Effective Intervention

Brief experimental analysis (BEA) is a quick method used to identify the function of student lear... more Brief experimental analysis (BEA) is a quick method used to identify the function of student learning difficulties and match effective interventions to students’ needs. Extensive work has been done to explore the use of this methodology to determine effective reading interventions; however, a smaller number of published studies have examined the use of BEAs in math. The purpose of the current review was to identify all studies that have used BEA methodology in math. Fifteen studies that included 63 participants and used BEA methodology to identify the most effective math intervention for students were located. Results of the synthesis indicate that the majority of BEAs compared skill and performance interventions on computational fluency; however, the methodology across the included studies varied. Strengths and limitations of the research, in addition to implications for research and practice, are discussed.

Journal of Applied School Psychology

Psychology in the Schools

Journal of Child and Adolescent Counseling

School Psychology Review, 2017

Psychology in the Schools, 2016

This study examined executive functioning (EF) in attention deficit hyperactivity disorder (ADHD)... more This study examined executive functioning (EF) in attention deficit hyperactivity disorder (ADHD) boys ages 6-12 on a parent-report measure from Barkley's model. Mothers of 40 boys (20 with ADHD-HI or ADHD-C, and 20 without ADHD) completed the ADHD Symptom Checklist (ADHD-SC4), Child Behavior Checklist (CBCL-P), School-Home Information Profile (SHIP), and Children's Inhibition and Executive Function Scale (ChIEFS). Significant differences were found between groups for all measures, with the ChIEFS total score being the most discriminating index of ADHD (97.5%). The ChIEFS factors were highly intercorrelated and related to total score, suggesting they were all measuring the same construct. Executive functions may tap one's ability to control oneself, whether that involves control of motor, memory, attention, motivation, or planning functions. Executive functions also seem to be important in assessing characteristics of ADHD, and could prove useful in conjunction with current diagnostic instruments. (Author) Reproductions supplied by EDRS are the best that can be made from the original document.

Journal of Behavioral Education, 2010

The purpose of this study was to replicate and extend a previous study by Burns (Education and Tr... more The purpose of this study was to replicate and extend a previous study by Burns (Education and Treatment of Children 28: 237-249, 2005) examining the effectiveness of incremental rehearsal on computation performance. A multipleprobe design across multiplication problem sets was employed for one participant to examine digits correct per minute and percentage of digits correct on problems targeted during treatment and response maintenance sessions. Treatment occurred twice weekly across 12 weeks. Retention of target facts was measured prior to each treatment session. Treatment impact on generalized skills including single skill mastery probes, multiplying fractions, and word problems was examined. Results suggested that the participant achieved accurate and fluent performance on the problem sets. This performance was maintained over time and generalized to SSM, fraction, and word problem probes.

Learning Disabilities Research & Practice, 2019

National assessments suggest that many students do not display proficiency with fractions. Consid... more National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifthgrade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre-to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.

Journal of Behavioral Education, 2013

Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers ... more Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers of research publications across disciplines on this topic. As a result, the past 30 years of research has yielded a variety of procedures to guide research and practice, which we hope translates into better educational practices and services. Despite our progress, much remains unknown. As an introduction to the special issue on advancements in procedural fidelity, this article will briefly describe the conceptual and definitional issues surrounding this topic, summarize the relevance of procedural fidelity to education and research, and highlight the articles in this issue that address proposed research priorities.

The purpose of this document is to provide readers with the coding protocol that authors used to ... more The purpose of this document is to provide readers with the coding protocol that authors used to code 51 studies that met inclusion criteria for a systematic review. This systematic review focused on how literacy is incorporated into informal math intervention studies for children in preschool to third grade. We investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. We coded studies in this systematic review to answer the following research questions: (1) How is literacy incorporated? (2) What literacy activities are integrated? (3) How is literacy a part of data sources collected? And (4) In what ways do researchers explicitly mention literacy in their research reports? The most common literacy activity was speaking and listening, and the most frequently included data source related to literacy was standardized literacy achievement measures....

Remedial and Special Education, 2022

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprising... more Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transition...

Innovation in Aging, 2021

COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among ... more COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among the most challenging impacts of the virus, leaving many parents with the burden of schooling their children at home. Another major impact of the virus was the social isolation and loneliness felt by many retired, older adults, who were sheltering at home. The disruptions of COVID-19 led our inter-professional team to develop the Intergenerational Tutoring program. Intergenerational Tutoring addresses a service delivery gap in schools because tutors expand schools' capacity to implement evidence-based instruction with students in need of individual support. At the same time, research shows that meaningful volunteering supports the well-being of older adults across physical, psychosocial and cognitive dimensions of health. The aim of the Intergenerational Tutoring program is to pair older adults with kindergarten children in high needs schools to implement early literacy interventions ...

The purpose of this randomized controlled trial was to evaluate elementary-aged students&... more The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.

Focus on Autism and Other Developmental Disabilities, 2013

The relative effectiveness of two writing accommodations, word processing (WP) and speech-recogni... more The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed.

School Psychology …, 2010

Page 1. Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustr... more Page 1. Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction Matthew K. Burns University of Minnesota Robin S. Codding University of Massachusetts at Boston ...

Assessment for Effective Intervention, 2010

Assessment for Effective Intervention Volume 35 Number 2 March 2010 89-102 © 2010 Hammill Institu... more Assessment for Effective Intervention Volume 35 Number 2 March 2010 89-102 © 2010 Hammill Institute on Disabilities 10.1177/1534508409346053 http://aei.sagepub.com hosted at http://online.sagepub.com ... Authors' Note: Stephanie Petreshock Baglici, Washington ...

Counseling Outcome Research and Evaluation

Psychology in the Schools

Assessment for Effective Intervention

Brief experimental analysis (BEA) is a quick method used to identify the function of student lear... more Brief experimental analysis (BEA) is a quick method used to identify the function of student learning difficulties and match effective interventions to students’ needs. Extensive work has been done to explore the use of this methodology to determine effective reading interventions; however, a smaller number of published studies have examined the use of BEAs in math. The purpose of the current review was to identify all studies that have used BEA methodology in math. Fifteen studies that included 63 participants and used BEA methodology to identify the most effective math intervention for students were located. Results of the synthesis indicate that the majority of BEAs compared skill and performance interventions on computational fluency; however, the methodology across the included studies varied. Strengths and limitations of the research, in addition to implications for research and practice, are discussed.

Journal of Applied School Psychology

Psychology in the Schools

Journal of Child and Adolescent Counseling

School Psychology Review, 2017

Psychology in the Schools, 2016

This study examined executive functioning (EF) in attention deficit hyperactivity disorder (ADHD)... more This study examined executive functioning (EF) in attention deficit hyperactivity disorder (ADHD) boys ages 6-12 on a parent-report measure from Barkley's model. Mothers of 40 boys (20 with ADHD-HI or ADHD-C, and 20 without ADHD) completed the ADHD Symptom Checklist (ADHD-SC4), Child Behavior Checklist (CBCL-P), School-Home Information Profile (SHIP), and Children's Inhibition and Executive Function Scale (ChIEFS). Significant differences were found between groups for all measures, with the ChIEFS total score being the most discriminating index of ADHD (97.5%). The ChIEFS factors were highly intercorrelated and related to total score, suggesting they were all measuring the same construct. Executive functions may tap one's ability to control oneself, whether that involves control of motor, memory, attention, motivation, or planning functions. Executive functions also seem to be important in assessing characteristics of ADHD, and could prove useful in conjunction with current diagnostic instruments. (Author) Reproductions supplied by EDRS are the best that can be made from the original document.

Journal of Behavioral Education, 2010

The purpose of this study was to replicate and extend a previous study by Burns (Education and Tr... more The purpose of this study was to replicate and extend a previous study by Burns (Education and Treatment of Children 28: 237-249, 2005) examining the effectiveness of incremental rehearsal on computation performance. A multipleprobe design across multiplication problem sets was employed for one participant to examine digits correct per minute and percentage of digits correct on problems targeted during treatment and response maintenance sessions. Treatment occurred twice weekly across 12 weeks. Retention of target facts was measured prior to each treatment session. Treatment impact on generalized skills including single skill mastery probes, multiplying fractions, and word problems was examined. Results suggested that the participant achieved accurate and fluent performance on the problem sets. This performance was maintained over time and generalized to SSM, fraction, and word problem probes.