Title: Assistant Professor
Department: Department of Counseling and Applied Educational Psychology
School/Center: School of Health Professions
Office Location: 413 International Village
Phone: 617-373-7970
Fax: 617-373-8892
Email: r.volpe@neu.eduEducation: Ph.D. Lehigh University
Certification: Dr. Volpe is a certified school psychologist.
Specializations: His primary research interests concern academic problems experienced by children with attention-deficit/hyperactivity disorder (ADHD), academic and behavioral assessment, and academic interventions.
Research: ADHD, early literacy, prevention of antisocial behavior, behavioral assessment
Service: Dr. Volpe is Associate Editor of School Psychology Review, and serves on the editorial board of Journal of Attention
Disorders.
Courses: Learning Problems, Advanced Psychometric Principles, School Psychology Practicum
Selected Publications:
Volpe, R. J., McConaughy, S. H., & Hintze, J. M. (2009). Generalizability of classroom behavior problem and on-task scores from the Direct Observation Form. School Psychology Review, 38, 382-401.
Volpe, R. J. & Chafouleas, S. M. (in press). Assessment of externalizing behavioral deficits. In M. A. Bray & T. J. Kehle, T. J. Oxford Handbook of School Psychology. New York, NY: Oxford University Press.
Zaslofsky, A. F., Volpe, R. J. (in press). Graphing single case data in Microsoft Excel. School Psychology Forum.
Volpe, R. J., DuPaul, G. J., Jitendra, A. K., Tresco, K. E. (2009). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics outcomes at one-year follow-up. School Psychology Review, 38, 5-13.
Volpe, R. J., Gadow, K. D., Blom-Hoffman, J., & Feinberg, A. B. (2009). Factor analytic and individualized approaches to constructing brief measures of ADHD behaviors. Journal of Emotional and Behavioral Disorders, 17, 118-128. DOI: 10.1177/1063426608323370.
Hintze, J. M., Volpe, R. J., & Shapiro, E. S. (2008). Best practices in systematic direct observation of student behavior. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
Volpe, R. J., DuPaul, G. J., DiPerna, J. C., Jitendra, A. K., Lutz, J. G., Tresco, K., & Junod, R. V. (2006). Attention-deficit/hyperactivity disorder and scholastic achievement: Models of mediation via academic enablers. School Psychology Review, 35, 47-61.
DiPerna, J. C., Volpe, R. J., & Elliott, S.N. (2005). An examination of academic enablers and achievement in mathematics. Journal of School Psychology, 43, 379-392.
DiPerna, J. C. & Volpe, R. J. (2005). Self-report on the social skills rating system (SSRS): Analysis of reliability and validity for an elementary sample. Psychology in the Schools, 42, 345-354.
Volpe, R. J., DiPerna, J. C., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34, 454-474.
Volpe, R. J., & McConaughy, S. H. (2005). Introduction to the mini-series: Systematic direct observational assessment of student behavior: Its use and interpretation in multiple settings. School Psychology Review, 34, 451-453.
Volpe, R. J., Heick, P., & Gureasko-Moore, D. (2005). An agile model for monitoring the effects of stimulant medication in schools. Psychology in the Schools, 42, 509-523.|
*DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, J. G., Lorah, K. S., & Grubner, R. (2004). Elementary school students with attention-deficit/hyperactivity disorder: Predictors of academic achievement. Journal of School Psychology, 42, 285-301.
Angello, L. M., Volpe, R. J., DiPerna, J. C., Guerasko-Moore, S. P., Guerasko-Moore, D. P., Nebrig, M. R., & Ota, K. (2003). Assessment of attention deficit hyperactivity disorder: An evaluation of six published rating scales. School Psychology Review, 32, 241-262.
DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2002). A model of academic enablers and academic achievement. School Psychology Review, 31, 298-312.
Hintze, J. M., Volpe, R. J., & Shapiro, E. S. (2002). Best practices in systematic direct observation of student behavior. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2, pp. 993-1006). Bethesda, MD: National Association of School Psychologists.
Sprafkin, J., Volpe, R. J., Gadow, K. D., Nolan, E. E., & Kelly, K. (2002). A DSM-IV-referenced screening instrument for preschool children: The Early Childhood Inventory-4. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 604-612.
Volpe, R. J., & DuPaul, G. J. (2001). Assessment with brief behavior rating scales. In J. Andrews, H. Janzen & D. Saklofske (Eds.), Handbook of psychoeducational assessment: Ability, achievement, and behavior in children (pp. 357-387). San Diego, CA: Academic Press.
Nolan, E. E., Volpe, R. J., Gadow, K. D., & Sprafkin, J. (1999). Developmental, gender, and comorbidity differences in clinically referred children with ADHD. Journal of Emotional and Behavioral Disorders, 7, 11-20.
Volpe, R. J., DuPaul, G. J., Loney, J., & Salisbury, H. (1999). Alternative selection criteria for identifying children with ADHD: Observed behavior and self-reported internalizing symptoms. Journal of Emotional and Behavioral Disorders, 7, 103-109.
*Journal of School Psychology Article of the Year Award (2004)
