Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. For this reason, Robin S. Codding, associate professor in the Department of Educational Psychology school psychology program, and her colleagues, Robert J. Volpe and Brian C. Poncy, recently published a book, Effective Math Interventions. Filling a gap for school practitioners, the book presents step-by-step guidelines for designing and implementing class-wide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

The book (which comes out February 2017) is available for pre-order now.

Dr. Codding’s 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. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. Dr. Codding is currently an Associate Editor of the School Psychology Review and has previously served in the role of Associate Editor for the Journal of Behavioral Education and the Journal of School Psychology.