This project 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. This project is supported by the University of Minnesota Grant-in-Aid of Research, Artistry and Scholarship program.
Three pilot projects are examining the following questions:
Dr. Codding and Dr. Sullivan serve as the Co-PIs for Project LEEP (Leaders Enhancing Evidence-based Practices). This project will address the need for leadership personnel in school psychology by preparing selected doctoral scholars to assume faculty positions following graduation. Project LEEP prepares scholars to (a) develop, implement, evaluate, and translate evidence-based practices (EBP) within multi-tiered systems of support (MTSS) to support the educational outcomes of children with or at risk for disabilities; (b) conduct research to improve our understanding of risk factors for disabilities and delays and effective interventions; and (c) provide didactic and applied training for future school psychologists to deliver EBP within MTSS. This project is a federally funded personnel training grant awarded for the period of 2016-2021 from the U.S. Department of Education, # H325D160016 (Project Officer, Sarah J. Allen, Ph.D.).
GopherMath is a collaborative endeavor initiated in fall 2016 by faculty in the UMN STEM Center. It involves faculty in Educational Psychology (Drs. Robin Codding and Keisha Varma), Curriculum and Instruction (Drs. Kathy Cramer and Erin Baldinger) and Child Development (Dr. Michele Mazzocco), and Educational Psychology Graduate Student Stacey Brandjord. The overarching goal of the study is to improve children’s rational number concept development through teacher professional development, parent engagement, and strengthening whole number skills and concepts. The contribution of Dr. Codding to this project is to examine the role of initial skills with fact fluency and growth in fact fluency via class-wide peer-tutoring on computation performance and rational number knowledge. This research is a partnership with the Minneapolis Public Schools, and is supported by Generation Next and the University of Minnesota.
This project examines the impact of the Minnesota Math Corps tutoring program across various schools statewide utilizing these services. Dr. Codding serves as the outside evaluator for this project which is directed by Dr. David Parker of Serve Minnesota. School Psychology doctoral students Rebecca Edmunds and Jenna Klaft serve as research assistants on this project. This project is sponsored in 2017-2018 by the Laura and John Arnold Foundation.
The students in my lab and I are working on several projects that evaluate several factors that may contribute to treatment effectiveness of mathematics interventions including: (a) treatment dose, (b) anxiety, (c) task interest, (d) self-efficacy, (e) types of practice opportunities, (f) goal setting and performance feedback, and (g) technology.
"My research interests focus on the intersection of intervention and implementation by developing and exploring the effectiveness of school-based interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation."
This is Rebecca's third year working in Dr. Robin Codding's lab. For two years she worked on the AMPPS (Accelerating Math Performance with Practice Strategies) project. In this role she helped develop materials and delivered the intervention with 2nd and 3rd grade students. She is currently working on a project providing external evaluation for Serve Minnesota - Minnesota Math Corps. Rebecca's research interests include exploring the role of academic enablers (such as motivation) in the math context.
Jenna's research interests fall into the realm of implementation science and methods of supporting implementation fidelity. Her work has focused on the use of consultative supports in improving teachers' use of class-wide behavioral interventions and assessing different dimensions of implementation fidelity and how they relate to improving student outcomes. Her work in Robin's lab has included piloting a tier-2 math intervention and assisting with a year-long statewide evaluation of the AmeriCorps Math Corps program.
Kourtney is a second year doctoral student interested in examining the effectiveness of tablet applications at improving student math proficiency. She has worked with Dr. Codding on her AMPPS project for two years. As part of Dr. Codding's research team, Kourtney aids in delivering math interventions, program development, manuscript writing, and works collaboratively with other graduate student's on projects which various members of the group have led.
Nicole is a Ph.D. student in the school psychology program at the University of Minnesota. She previously worked as a school psychologist in both public school and residential treatment settings. Her research interests data-based decision making, particularly with respect to using data to match interventions to student academic needs, and the implementation of MTSS. She is currently working with Robin on identifying effective interventions for elementary math skills, the use of brief experimental analyses to determine the most effective intervention for math computation fluency, and supporting schools in implementing MTSS for reading and math.
Stacey is a Ph.D. student in the school psychology program at the University of Minnesota. She previously worked as a school speech-language pathologist before returning to school. Stacey worked in Dr. Codding’s lab on the GopherMath project focusing on implementation and progress monitoring. She has also worked on the AMPPS project. In this role, she helped implement the intervention to 2nd and 3rd grade students. Her research interests focus on the intersection of language and behavior disorders as well as school-based academic interventions.
Codding, R.S., Volpe, R. J., & Poncy, B. C. (2017). Effective Math Interventions: A Guide to Improving Whole-Number Knowledge. New York: Guilford Press.
VanDerHeyden, A., Codding, R. S., & *Martin, R. (2017). Relative value of common screening measures in mathematics. School Psychology Review, 46, 65-87.
Codding, R. S., VanDerHeyden, A. M., *Martin, R. J., *Allard, N., *Desai, S., & *Pearrault, L. (2016). Manipulating treatment dose: Evaluating the frequency of a small group intervention targeting whole number operations. Journal of Learning Disabilities Research & Practice, 31, 208-220
Codding, R. S., Mercer, S., Connell, J., Fiorello, C. & *Kleinert, W. (2016). Mapping the relationships among basic facts, concepts and application, and common core curriculum-based mathematics measures. School Psychology Review, 45, 19-38.