About

Robin Codding, PhD, is a professor in the School Psychology program within the Department of Applied Psychology at Bouvé College of Health Sciences, Northeastern University. Her academic and professional focus is on school psychology, contributing to the education and training of students in this field. As a faculty member, she is involved in teaching and research related to school psychology, supporting the development of future practitioners and advancing knowledge in the discipline.

Research topics

• Psychology
• Medicine
• Political Science
• Mathematics education
• Sociology
• Developmental psychology
• Medical education
• Virology
• Law
• Social psychology
• Gender studies
• Linguistics
• Pedagogy
• Applied psychology

Selected publications

• The Teacher as Performance Manager of Behavioral Data Collection in the Classroom

  Behavioral Interventions · 2026-04-01

  articleSenior author

  ABSTRACT Recording behavioral data is an essential intervention component for students with challenging behavior. However, a large percentage of behavior analysts experience various forms of data collection integrity (DCI) problems: data not collected, not collected as prescribed, and collected with questionable accuracy. There is limited research demonstrating strategies to improve DCI in applied settings, and even fewer studies addressing problematic data collection in special education classrooms. We evaluate the effect of training classroom teachers to apply well‐established performance management strategies (prompting, checking, praising, and correcting, in vivo) on DCI in classrooms supporting students with severe special needs and behavior disorders. Following intervention, we found that all teachers were able to arrange their classrooms to be more favorable for behavioral data collection and apply performance management skills with positive effects. The resulting improvements in DCI were maintained for 12 weeks in 2 of 3 classrooms. An extension of the same study in a novel classroom replicated the original results and demonstrated that adding a positive reinforcement contingency can improve stability of performance management skills with a greater positive impact on DCI. We discuss the benefits of training teachers to function as performance managers of this essential educational task.

  PublisherDOI

• Effects of the AMPPS One-on-One Mathematics Intervention on Students’ Complex Computation, Word-Problem Solving, and Math Self-Concept

  Behavioral Sciences · 2026-03-16

  articleOpen access

  Despite consensus in the mathematics education literature regarding the mutually dependent components of math proficiency, as well as the importance of their development, most elementary-aged students in the United States demonstrate a lack of proficiency in math according to national assessment data. Whole number knowledge, which includes skills in computation and word-problem solving, is understood to be a critical foundation for the development of later math skills. This study used a multiple-baseline experimental design to evaluate the impacts of an evidence-based mathematics intervention, Accelerating Mathematics Performance with Practice Strategies (AMPPS), on third- through fifth-grade students' skills with complex computation, as well as on their word-problem-solving performance. Furthermore, we evaluated effects on students' math self-concept. Five students identified to have difficulties in math received AMPPS in a one-on-one, in-person format. The results of the study were mixed. For example, when using visual analyses as our primary analytic method, these analyses did not show robust intervention effects on students' computation skills but did show at least some improvement for most students' word-problem-solving skills. Additionally, supplemental analyses comparing student growth to national and school-based norms suggested that all participants seemed to benefit from the intervention, but these analyses were not intended to examine experimental causality. Despite study limitations and a lower than optimal number of AMPPS sessions (dosage) provided to students, the present study offers several directions for future research, as well as possible implications for practitioners regarding intervention selection, intensity, and evaluation. The findings will also be discussed in the context of conducting systematic replication studies, which are essential for understanding the generality of a given phenomenon (e.g., an effect of a school-based intervention) across a wide range of situations and conditions.

  PublisherOA PDFDOI

• Video Peer Modeling in K‐12 Settings: A Research Synthesis

  Psychology in the Schools · 2026-04-30

  article

  ABSTRACT Many barriers to effective evidence‐based intervention implementation exist in K–12 settings, especially the lack of time and resources, highlighting the need for effective and feasible interventions. Despite its promising effectiveness and feasibility advantages, video peer modeling to date has not been systematically reviewed to provide evidence‐based guidance for school practitioners and researchers. The present study fills this gap by reviewing extant empirical studies that examined video peer modeling applied in K–12 settings. Thirty studies that met the inclusion criteria were summarized by their (a) intervention dosage, (b) intervention components, (c) target skill areas, (d) skill‐specific effectiveness, and (e) methodological quality. Results suggest that video peer modeling typically involves several components in addition to video‐viewing, including verbal reinforcement, tangible reinforcement, prompting, explicit instruction, feedback, self‐monitoring, and visual aids. Results also suggest that, across academic, social‐emotional‐behavioral, and adaptive domains, video peer modeling shows promising effectiveness in improving a wide range of skills in schools.

  PublisherDOI

• School Psychology: 5-year summary.

  School Psychology · 2025-11-01

  article1st authorCorresponding

  is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, a summary of the last 5 years is provided regarding journal impact and use, award winners, special topics, and editorial leadership. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  PublisherDOI

• Comparing Treatment Intensity Methods for a Math Fact Fluency Intervention

  Journal of Applied School Psychology · 2025-01-02 · 1 citations

  article
  PublisherDOI

• Examining the Effectiveness of a Combined Math and Relaxation Intervention for Students with Math Anxiety

  Journal of Behavioral Education · 2025-10-15

  articleOpen access

  Abstract Despite robust evidence for the correlation between math anxiety and math performance, few interventions have addressed how best to intervene with students that display math anxiety and low math performance. The current study addressed critical gaps in the literature. We evaluated a combined relaxation (progressive relaxation and breathing) and math skill intervention (explicit instruction, strategic incremental rehearsal, cover-copy-compare, and a math game) for fifth-grade students with high levels of math anxiety using a multiple-baseline design across participants. Outcomes included multiplication performance (simple and complex) and math anxiety (self-reported and a physiological measure). The intervention package improved math outcomes for three of four students and decreased self-reported math anxiety for two students. No relationship was found between measures of self-reported and physiological math anxiety.

  PublisherOA PDFDOI

• Effects of the Accelerating Mathematics Performance With Practice Strategies (AMPPS) Intervention Program When Delivered During Summer in a One‐On‐One Virtual Format

  Psychology in the Schools · 2025-07-10 · 1 citations

  articleOpen access

  ABSTRACT Despite extensive research suggesting the importance of students developing strong foundational math skills during early grades, more than 60% of 4th graders in the United States lack proficiency in mathematics. Such data are influenced by several factors, including summer learning loss in math, negative impacts from the COVID‐19 pandemic, and a need for more research on intervention programs for elementary‐aged students experiencing difficulties in math. The goal of the present study was to use a multiple‐baseline experimental design to evaluate the Accelerating Mathematics Performance with Practice Strategies (AMPPS) program when implemented one‐on‐one, virtually, and during the summer with second‐ and third‐grade students experiencing math difficulties. Overall, results showed that all students: (a) improved their addition and subtraction fluency during the AMPPS intervention phase, but three of the four participants showed relatively stronger gains; and (b) found AMPPS to be an acceptable intervention when used virtually during the summer. Findings are discussed within the context of summer learning, COVID‐19, and potential opportunities to benefit from interventionists' virtual implementation of evidence‐based math programs.

  PublisherDOI

• School Psychology annual journal update: Revising open science standards.

  School Psychology · 2024-01-01 · 2 citations

  article1st authorCorresponding

  is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, annual updates are provided regarding journal impact, award winners, special topics, and editorial leadership, as well as reflections on how the journal engages in the open science process to promote transparency, rigor, and reproducibility in the science produced in the field of school psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

  PublisherDOI

• The Online Intergenerational Tutoring Program: Older Adults Using Technology to Improve Children’s Early Literacy Skills

  Journal of Intergenerational Relationships · 2024-06-20 · 2 citations

  articleOpen access

  Intergenerational tutoring programs can leverage technology to address the instructional needs of students. This study describes a novel online intergenerational tutoring program designed to target kindergarten students' literacy skills. Older adult volunteers delivered evidence-based instructional strategies via Zoom. The study used a two-group, quasi-experimental design with students assigned to an intervention (n = 23) or waitlist control (n = 18) group. Five early literacy fluency skills were measured (letter naming, letter sound, phoneme segmentation, nonsense word, and real word). Tutors implemented the program with high fidelity. At posttest, the intervention group scored higher than the control group on each of the five skills and the group differences were statistically significant with a medium effect size for letter sound fluency and nonsense word fluency. Both tutors and parents reported high program acceptability. This study demonstrated how older adults can use online technology to disseminate evidence-based instructional interventions to children.

  PublisherOA PDFDOI

• The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use

  School Psychology Review · 2024-06-27

  article

  Despite the robust correlation between math anxiety and math performance, little is known about how students' perceptions of math task difficulty or employment of math strategies may relate to math task types. The purpose of this study was to examine differences in students' task difficulty perceptions and math strategy use across types of math tasks (i.e., overtly or covertly timed, simple or complex problems). Participants included 113 fourth- and fifth-grade students who completed four study conditions in a randomized, counterbalanced order in which tasks varied in terms of timing (i.e., covert or overt) and task difficulty (simple or complex computation). Students demonstrated small to medium differences in task difficulty perceptions and strategy use across their baseline trait math anxiety and math performance such that students with higher trait math anxiety reported using more strategies and tasks being more difficult. Generally, math task timing did not affect perceived difficulty or strategy use. Implications for research and practice are discussed.

  PublisherDOI

Frequent coauthors

• Gena Nelson

  University of Oregon

  11 shared

• Kourtney R. Kromminga

  Hattiesburg Clinic

  9 shared

• Robert J. Volpe

  Northeastern University

  9 shared

• Georgiana Shick Tryon

  The Graduate Center, CUNY

  9 shared

• Meghan R. Silva

  May Institute

  8 shared

• Melissa A. Collier‐Meek

  8 shared

• Amanda M. VanDerHeyden

  7 shared

• Whitney L. Kleinert

  May Institute

  7 shared

Labs

• Applied PsychologyPI