| Year |
Citation |
Score |
| 2023 |
Codding RS, Goodridge AE, Hill E, Kromminga KR, Chehayeb R, Volpe RJ, Scheman N. Meta-analysis of skill-based and therapeutic interventions to address math anxiety. Journal of School Psychology. 100: 101229. PMID 37689437 DOI: 10.1016/j.jsp.2023.101229 |
0.373 |
|
| 2021 |
Codding RS, Nelson PM, Parker DC, Edmunds R, Klaft J. Examining the impact of a tutoring program implemented with community support on math proficiency and growth. Journal of School Psychology. 90: 82-93. PMID 34969489 DOI: 10.1016/j.jsp.2021.11.002 |
0.36 |
|
| 2020 |
Silva MR, Collier-Meek MA, Codding RS, Kleinert WL, Feinberg A. Data Collection and Analysis in Response-to-Intervention: a Survey of School Psychologists Contemporary School Psychology. DOI: 10.1007/S40688-020-00280-2 |
0.37 |
|
| 2020 |
Kromminga KR, Codding RS. A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency Journal of Behavioral Education. 1-26. DOI: 10.1007/S10864-020-09392-4 |
0.506 |
|
| 2019 |
Martin RJ, Codding RS, Collier-Meek MA, Gould KM, DeFouw ER, Volpe RJ. Examination of a Parent-Mediated Detect, Practice, and Repair Procedure to Improve Math Fact Fluency School Psychology Review. 48: 293-308. DOI: 10.17105/Spr-2018-0022.V48-4 |
0.421 |
|
| 2019 |
McKevett NM, Codding RS. Brief Experimental Analysis of Math Interventions: A Synthesis of Evidence: Assessment For Effective Intervention. 153450841988393. DOI: 10.1177/1534508419883937 |
0.429 |
|
| 2019 |
DeFouw ER, Codding RS, Collier-Meek MA, Gould KM. Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk Remedial and Special Education. 40: 298-312. DOI: 10.1177/0741932518774801 |
0.446 |
|
| 2019 |
Silva MR, Collier‐Meek MA, Codding RS, DeFouw ER. Acceptability assessment of school psychology interventions from 2005 to 2017 Psychology in the Schools. 57: 62-77. DOI: 10.1002/Pits.22306 |
0.402 |
|
| 2019 |
Roesslein RI, Codding RS. Fraction interventions for struggling elementary math learners: A review of the literature Psychology in the Schools. 56: 413-432. DOI: 10.1002/Pits.22196 |
0.363 |
|
| 2017 |
VanDerHeyden AM, Codding RS, Martin R. Relative Value of Common Screening Measures in Mathematics School Psychology Review. 46: 65-87. DOI: 10.17105/Spr46-1.65-87 |
0.307 |
|
| 2017 |
Cook AL, Codding RS, Silva M, Hayden L. Enhancing School Counselor Research and Practice in Data-Based Assessment Through Single-Case Research Design Counseling Outcome Research and Evaluation. 8: 48-62. DOI: 10.1080/21501378.2017.1327746 |
0.424 |
|
| 2017 |
Kleinert WL, Codding RS, Minami T, Gould K. A Meta-analysis of the Taped Problems Intervention Journal of Behavioral Education. 27: 53-80. DOI: 10.1007/S10864-017-9284-5 |
0.381 |
|
| 2016 |
Codding RS, Mercer S, Connell J, Fiorello C, Kleinert W. Mapping the Relationships among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures. School Psychology Review. 45: 19-38. DOI: 10.17105/Spr45-1.19-38 |
0.316 |
|
| 2016 |
Cook CR, Grady EA, Long AC, Renshaw T, Codding RS, Fiat A, Larson M. Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior Journal of Positive Behavior Interventions. 19: 67-77. DOI: 10.1177/1098300716679137 |
0.435 |
|
| 2016 |
Codding RS, VanDerHeyden AM, Martin RJ, Desai S, Allard N, Perrault L. Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations. Learning Disabilities Research and Practice. 31: 208-220. DOI: 10.1111/Ldrp.12120 |
0.431 |
|
| 2016 |
Merriman D, Codding RS, Tryon GS, Minami T. The effects of group coaching on the homework problems experienced by secondary students with and without disabilities Psychology in the Schools. 53: 457-470. DOI: 10.1002/Pits.21918 |
0.488 |
|
| 2015 |
Codding RS, Petscher Y, Truckenmiller A. CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test. Journal of Educational Psychology. 107: 437-450. PMID 26347201 DOI: 10.1037/A0037520 |
0.383 |
|
| 2015 |
VanDerHeyden AM, Codding RS. Practical Effects of Classwide Mathematics Intervention School Psychology Review. 44: 169-190. DOI: 10.17105/Spr-13-0087.1 |
0.427 |
|
| 2015 |
Mouzakitis A, Codding RS, Tryon G. The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Intervention Plan Implementation and Generalization Journal of Positive Behavior Interventions. 17: 223-234. DOI: 10.1177/1098300715573629 |
0.473 |
|
| 2015 |
Codding RS, Lane KL. A Spotlight on Treatment Intensity: An Important and Often Overlooked Component of Intervention Inquiry Journal of Behavioral Education. 24. DOI: 10.1007/S10864-014-9210-Z |
0.362 |
|
| 2015 |
Begeny JC, Whitehouse MH, Methe SA, Codding RS, Stage SA, Nuepert S. Do intervention-embedded assessment procedures successfully measure student growth in reading? Psychology in the Schools. 52: 578-593. DOI: 10.1002/Pits.21843 |
0.468 |
|
| 2014 |
Truckenmiller AJ, Eckert TL, Codding RS, Petscher Y. Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial. Journal of School Psychology. 52: 531-48. PMID 25432270 DOI: 10.1016/J.Jsp.2014.09.001 |
0.446 |
|
| 2014 |
DiGennaro Reed FD, Codding RS. Advancements in Procedural Fidelity Assessment and Intervention: Introduction to the Special Issue Journal of Behavioral Education. 23: 1-18. DOI: 10.1007/S10864-013-9191-3 |
0.306 |
|
| 2013 |
Forman SG, Shapiro ES, Codding RS, Gonzales JE, Reddy LA, Rosenfield SA, Sanetti LM, Stoiber KC. Implementation science and school psychology. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 28: 77-100. PMID 23586516 DOI: 10.1037/Spq0000019 |
0.397 |
|
| 2013 |
Schneider AB, Codding RS, Tryon GS. Comparing and combining accommodation and remediation interventions to improve the written-language performance of children with asperger syndrome Focus On Autism and Other Developmental Disabilities. 28: 101-114. DOI: 10.1177/1088357613475811 |
0.403 |
|
| 2013 |
Kaufman D, Codding RS, Markus KA, Tryon GS, Kyse EN. Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats Journal of Educational and Psychological Consultation. 23: 264-299. DOI: 10.1080/10474412.2013.845494 |
0.43 |
|
| 2011 |
Codding RS, Burns MK, Lukito G. Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis Learning Disabilities Research & Practice. 26: 36-47. DOI: 10.1111/J.1540-5826.2010.00323.X |
0.378 |
|
| 2011 |
Codding RS, Chan-Iannetta L, George S, Ferreira K, Volpe R. Early Number Skills: Examining the Effects of Class-Wide Interventions on Kindergarten Performance School Psychology Quarterly. 26: 85-96. DOI: 10.1037/A0022661 |
0.394 |
|
| 2010 |
Digennaro-Reed FD, Codding R, Catania CN, Maguire H. Effects of video modeling on treatment integrity of behavioral interventions. Journal of Applied Behavior Analysis. 43: 291-5. PMID 21119903 DOI: 10.1901/Jaba.2010.43-291 |
0.423 |
|
| 2010 |
Baglici SP, Codding R, Tryon G. Extending the research on the Tests of Early Numeracy: Longitudinal analyses over two school years Assessment For Effective Intervention. 35: 89-102. DOI: 10.1177/1534508409346053 |
0.433 |
|
| 2010 |
Codding RS, Archer J, Connell J. A systematic replication and extension of using incremental rehearsal to improve multiplication skills: An investigation of generalization Journal of Behavioral Education. 19: 93-105. DOI: 10.1007/S10864-010-9102-9 |
0.349 |
|
| 2010 |
Codding RS, Poncy BC. Introduction to the special issue: Toward an explicit technology for generalizing academic behavior Journal of Behavioral Education. 19: 1-6. DOI: 10.1007/S10864-010-9098-1 |
0.366 |
|
| 2010 |
Burns MK, Codding RS, Boice CH, Lukito G. Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction School Psychology Review. 39: 69-83. |
0.318 |
|
| 2009 |
Codding RS, Hilt-Panahon A, Panahon CJ, Benson JL. Addressing mathematics computation problems: A review of simple and moderate intensity interventions Education and Treatment of Children. 32: 279-312. DOI: 10.1353/Etc.0.0053 |
0.493 |
|
| 2009 |
Codding RS, Baglici S, Gottesman D, Johnson M, Kert AS, Lebeouf P. Selecting intervention strategies: Using brief experimental analysis for mathematics problems Journal of Applied School Psychology. 25: 146-168. DOI: 10.1080/15377900802484661 |
0.422 |
|
| 2009 |
Codding RS, Chan-Iannetta L, Palmer M, Lukito G. Examining a Classwide Application of Cover-Copy-Compare With and Without Goal Setting to Enhance Mathematics Fluency School Psychology Quarterly. 24: 173-185. DOI: 10.1037/A0017192 |
0.432 |
|
| 2008 |
Codding RS, Livanis A, Pace GM, Vaca L. Using performance feedback to improve treatment integrity of classwide behavior plans: an investigation of observer reactivity. Journal of Applied Behavior Analysis. 41: 417-22. PMID 18816980 DOI: 10.1901/Jaba.2008.41-417 |
0.359 |
|
| 2008 |
Codding RS, Smyth CA. Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement Journal of Educational and Psychological Consultation. 18: 325-345. DOI: 10.1080/10474410802463312 |
0.438 |
|
| 2008 |
Merriman DE, Codding RS. 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. DOI: 10.1007/S10864-008-9072-3 |
0.47 |
|
| 2007 |
Lewandowski LJ, Lovett BJ, Parolin R, Gordon M, Codding RS. Extended time accommodations and the mathematics performance of students with and without ADHD Journal of Psychoeducational Assessment. 25: 17-28. DOI: 10.1177/0734282906291961 |
0.381 |
|
| 2007 |
Codding RS, Shiyko M, Russo M, Birch S, Fanning E, Jaspen D. Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal of School Psychology. 45: 603-617. DOI: 10.1016/J.Jsp.2007.06.005 |
0.512 |
|
| 2007 |
Codding RS, Eckert TL, Fanning E, Shiyko M, Solomon E. 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: 125-141. DOI: 10.1007/S10864-006-9006-X |
0.52 |
|
| 2006 |
Eckert TL, Dunn EK, Codding RS, Begeny JC, Kleinmann AE. 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. DOI: 10.1002/Pits.20147 |
0.432 |
|
| 2005 |
Codding RS, Feinberg AB, Dunn EK, Pace GM. Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis. 38: 205-19. PMID 16033167 DOI: 10.1901/Jaba.2005.98-04 |
0.445 |
|
| 2005 |
Codding RS, Skowron J, Pace GM. Back to basics: Training teachers to interpret curriculum-based measurement data and create observable and measurable objectives Behavioral Interventions. 20: 165-176. DOI: 10.1002/Bin.194 |
0.375 |
|
| 2003 |
Codding R, Lewandowski L. Academic Interventions for Children with ADHD: A Review of Current Options The Adhd Report. 11: 8-16. DOI: 10.1521/Adhd.11.5.8.23502 |
0.336 |
|
| 2003 |
Lewandowski LJ, Codding RS, Kleinmann AE, Tucker KL. Assessment of reading rate in postsecondary students Journal of Psychoeducational Assessment. 21: 134-144. DOI: 10.1177/073428290302100202 |
0.366 |
|
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