Title:  Assistant Professor

Department:  Department of Counseling and Applied Educational Psychology

School/Center:  School of Health Professions

Office Location:  203 Lake Hall

Phone:  617-373-7970

Fax:  617-373-8892

Email:  r.volpe@neu.edu

Education:  M.Ed., Ph.D., Lehigh University, BA, State University of New York at Stony Brook (Cum Laude)

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

Public Service:  Dr. Volpe serves on the editorial boards of Journal of School Psychology , School Psychology Review, and the Journal of Attention Disorders.

Courses:  Learning Principles, Learning Problems, Social-Emotional Assessment

Selected Publications: 
Volpe, R. J. & Chafouleas, S. M. (in press). Assessment of externalizing behavioral deficits. In M. Bray & T. Kehle (Eds.), Oxford Handbook of School Psychology. New York: Oxford University Press.

Volpe, R. J., DuPaul, G. J., Jitendra, A. K., & Tresco, K. E. (in press). Consultation-based academic interventions for children with ADHD: Effects on reading and math outcomes at one-year follow-up. School Psychology Review.

Volpe, R. J., Gadow, K. D., Blom-Hoffman, J., & Feinberg, A. B. (in press). Factor analytic and individualized approaches to constructing brief measures of ADHD behaviors. Journal of Emotional and Behavioral Disorders.

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 (Vol. 2, pp. 319-335). Bethesda, MD: National Association of School Psychologists.

Briesch, A., & Volpe, R. J. (2007). Selecting progress monitoring tools for evaluating social behavior. School Psychology Forum, 1, 59-74.

DuPaul, G. J., Jitendra, A. K., Tresco, K., Junod, R. V., Volpe, R. J., & Lutz, J. G. (2007). Children with attention-deficit/hyperactivity disorder: Gender differences in school functioning. School Psychology Review, 35, 292-308.

Jitendra, A. K., DuPaul, G. J., Volpe, R. J., Tresco, K. E., Vile Junod, R. E., Lutz, J. G., Cleary, K. S., Flammer, L. M., & Mannella, M. C. (2007). Consultation-based academic intervention for children with ADHD: School functioning outcomes. School Psychology Review, 36, 217-236.

Kern, L., DuPaul, G. J., Volpe, R. J., VanBrakle, J., Lutz, J. G., Arbolino, L. A., & Sokol, N. G. (2007). Multi-setting assessment-based intervention for young children at-risk for ADHD: Initial effects on academic and behavioral functioning. School Psychology Review, 36, 237-255.

Loney, J., Ledolter, J., Kramer, J., & Volpe, R. J. (2007). Retrospective ratings of ADHD symptoms made at young adulthood by clinic-referred boys with ADHD-related problems, their brothers, without ADHD and normal controls. Psychological Assessment, 19, 269-280.

Miller, D. N., McDougal, J. L., Volpe, R. J., Blom-Hoffman, J., Chafouleas, S. M., & Riley-Tillman, T. C. (2007). Promoting behavioral competence: An introduction to The Practitioner’s Edition. Psychology in the Schools, 44, 1-5.

Blom-Hoffman, J., O’Neil-Pirozzi, T., Volpe, R. J., Cutting, J., & Bissinger, E. (2006). Instructing parents to use dialogic reading strategies with preschool children. Impact of a video-based training program on caregiver reading behaviors. Journal of Applied School Psychology, 1, 117-131.

DuPaul, G. J., Jitendra, A. K., Volpe, R. J., Tresco, K., Lutz, J. G., Junod, R. V., Cleary, K. S., Flammer, L. M., & Mannella, M. C. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34, 635-648.

Gruber, R., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., & Lorah, K. S. (2006). Classroom observations of students with and without ADHD: Differences across academic subjects and types of engagement. Journal of School Psychology, 44, 87-104.

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.

Loney, J., Carlson, G. A., Salisbury, H., & Volpe, R. J. (2005). Validation of an expanded two-factor model of childhood psychopathology. Journal of Attention Disorders, 8, 169-181.

McGoey, K. E., DuPaul, G. J., Eckert, T., Volpe, R. J., & VanBrakle, J. (2005). Outcomes of an early intervention program for preschoolers at-risk for ADHD. Child & Family Behavior Therapy. 27, 33-56.

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.

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.

Carlson, G., Loney, J., Salisbury, H., & Volpe, R. J. (1998). Young referred boys with DICA-P manic symptoms versus two comparison groups. Journal of Affective Disorders, 51, 113-123.

Public Service:
Dr. Volpe works with his students in the Boston Schools to build the capacity of schools to prevent academic failure and to promote positive behaviors. He serves on the editorial advisory boards of Journal of Attention Disorders, Journal of School Psychology, and School Psychology Review.