Robert Volpe

Associate Professor
  • Department of Applied Psychology

Résumé/CV:
Office: 413 International Village
Phone: 617.373.7970
Email: r.volpe@neu.edu

 Education: Ph.D., Lehigh University

Certification: Dr. Volpe is a certified school psychologist.

Specializations: School Psychology

Research: Dr. Volpe’s primary research interests center around (a) designing and evaluating behavioral assessment measures and systems to support school-based problem solving for emotional and behavior problems, (b) interventions to support the school functioning of students with ADHD, and (c) interventions to support early literacy development. He is Principle Investigator on a 4-Year Department of Education, Institute of Education Sciences Measurement Grant (Project iFAB) to develop a web-based system to monitor student social behavior.

Service: Dr. Volpe serves on the editorial boards of Journal of School Psychology, School Psychology Review, School Mental Health and Journal of Attention Disorders. He is President Elect of the Society for the Study of School Psychology. He is Co-Director of the Center for Research in School-based Prevention.

Courses: Learning Problems, Advanced Psychometric Principles, School Psychology Practicum Seminar.
Web page: http://www.northeastern.edu/crisp

 

Recent Publications (* student co-author)

 Daniels, B., Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (Tentatively accepted). Classification Accuracy and Acceptability of the ISIS Teacher Rating Form. School Psychology Quarterly.

 Cook, C. R., Volpe, R. J., & Gresham, F. M. (in press). Technical adequacy, classification accuracy, and social validity of the Student Externalizing Behavior Screener. Assessment for Effective Intervention.

 Ogg, J. A., Volpe, R. J., & Rogers, M. A. (in press). Understanding the relationship between inattention and early literacy trajectories in kindergarten. School Psychology Quarterly.

Volpe, R. J., & Briesch, A. M. (in press). Dependability of two scaling approaches to direct behavior rating multi-item scales assessing disruptive classroom behavior. School Psychology Review.

Volpe, R. J., & Briesch, A. M. (2015). Multi-item direct behavior ratings: Dependability of two levels of assessment specificity. School Psychology Quarterly.

Daniels, B.*, Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (2014). Development of a problem-focused behavioral screener linked to evidence-based intervention. School Psychology Quarterly, 29, 438-451.

 Briesch, A. M., Volpe, R. J., & Ferguson, T. D.* (2014). The influence of student characteristics on the dependability of observation data. School Psychology Quarterly, 29, 171-181.

Volpe, R. J. & Suldo, S. M. (2014). Theoretical frameworks in school psychological intervention research: Interdisciplinary perspectives and future directions. School Psychology Review, 43, 115-118.

DuBois, M. R*.,&  Volpe, R. J. (2014). A randomized trial of a computer-assisted tutoring program targeting letter sound expression via incremental rehearsal. School Psychology Review, 43, 210-221.

 Grosche, M. & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269.

Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single item and multiple item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41, 246-261.

Volpe, R. J., Young, G.* Piana, M. E.*, & Zaslofsky, A. F.* (2012). Integrating class-wide early literacy intervention and behavioral supports: A pilot investigation. Journal of Positive Behavior Interventions, 14, 56-64.