Codding, colleagues honored for article on frequency of math interventions

Robin Codding headshot
Robin Codding

Robin Codding, associate professor in the Department of Educational Psychology’s school psychology program, and her co-authors on the paper “Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations,” are being honored with a Samuel A. Kirk Award by Learning Disabilities Research & Practice (LDRP).

The Samuel A. Kirk Award is overseen by the Division for Learning Disabilities (DLD’s) Publications Committee, is given occasionally, and recognizes excellence in professional journal articles that have been published in LDRP.

The paper examined treatment dose of small-group mathematics interventions, comparing the frequency with which these interventions were delivered weekly (i.e., four times, twice, once) with a control condition while controlling for total duration. Results suggested that for the most proximal computation measure, treatment sessions occurring four times weekly produced clear benefits. On the application measure, students in all treatment groups outperformed students in the control condition. For the most complex computation measure, frequency was not a useful predictor. Grade was a moderating variable.

Codding and her co-authors will receive their award at the Special Education Convention & Expo, April 19-22 in Boston, MA.