S4E6: Robin Codding on Fluency and Strategies to Support Intervention Implementation

Welcome back to Progressively Incorrect, a show sponsored by John Catt from Hodder Education and hosted by me, Dr. Zach Groshell. John Catt publishes some of the best books in education, including my book, Just Tell Them: The Power of Explanations and Explicit Teaching.

Listen and subscribe to this podcast on…
Spotify
YouTube
Apple Podcasts
WordPress

Today I am excited to be bringing you an episode with Robin Codding, PhD. She is a Professor of Applied Psychology at the Bouvé College of Health Sciences, Northeastern University. Dr. Codding’s research focuses on the intersection of intervention and implementation, particularly in developing and evaluating school-based academic interventions. Her work aims to understand the factors that influence student responsiveness to these interventions and to identify strategies that support effective implementation.

Articles Mentioned by Robin

1. Codding, R. S., Volpe, R. *Martin, R. J., & *Krebs, G. (2019). Enhancing mathematicsfluency: Comparing the spacing of practice sessions with the number of opportunities to respond. School Psychology Review, 48, 88-97.
2. DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & *Gould, K. M. (2018). Examining dimensions of treatment intensity and treatment fidelity in mathematics intervention research for students at risk. Remedial and Special Education,40 (5), 298-312DOI: 10.1177/0741932518774801
3. 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. Learning Disabilities Research & Practice, 31, 208-220. 
4. Codding, R. S. & Lane, K. L. (2015). A spotlight on treatment intensity: An important and often overlooked component of intervention inquiry. Journal of Behavioral Education, 24, 1-10. doi: 10.1007/s10864-014-9210-z. [Invited]

6. Codding, R. S., Chan-Iannetta, L., *Palmer, M. & *Lukito, G. (2009). Examining a class-wideapplication of cover-copy-compare with and without goal setting to enhance mathematics fluency. School Psychology Quarterly, 24, 173-185.
7. Codding, R. S., Chan-Iannetta, L.  *George, S., *Ferreira, K., Volpe, R. (2011). Early number skills: Examining the effects of class-wide interventions on kindergarten performance.  School Psychology Quarterly, 26, 85-96.
8. VanDerHeyden, A. M., & Codding, R. S. (2015). Practical risk reduction and subgroup  effects: Further examination of class-wide mathematics intervention. School   Psychology Review, 44, 169-190. doi:http://doi.org/10.17105/spr-13-0087.1

9. Codding, R. S., Burns, M. K., & *Lukito, G.  (2011). Meta-analysis of basic-fact fluency interventions: A component analysis. Learning Disabilities Research & Practice, 26, 36-47.
10. Burns, M., Codding, R. S., *Boice, C., & *Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instruction and frustration level skills:  Evidence for a skill-by-treatment interaction. School Psychology Review, 39, 69-83.

Announcement!

As an instructional coach and school leader, I grew tired of bad PD and struggled to embed the ideas of this podcast into classrooms. I read the books, I went to the webinars, and I made up my own system by combining a hodgepodge of resources and strategies. I needed a better approach if I was going to make real and sustainable changes. One day I stumbled upon Steplab, which streamlined my coaching and enabled peer observation, targeted PLCs, and evidence-based whole school PD. Now, as the Director of Steplab North America, I want to invite you to join over 14,000 schools and 100,000 educators who are using Steplab.

Just e-mail hello@steplab.co or use my Contact Page and I will get you up and running with a demo and implementation support.