Dr. Paul J. Riccomini

Dr. Paul J. Riccomini
Phone: 8148674386
Office Address:
214 CEDAR Building
University Park, PA 16802
Campus: University Park

Title

Associate Professor of Education (Special Education)
Cooridinator of Online Programs

Department

Educational Psychology, Counseling, and Special Education

Programs

Special Education

Biography

Paul J. Riccomini, PhD, began his career as a dual certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. He earned his doctorate in special education from The Pennsylvania State University and his master’s degree in education and Bachelor of Arts in mathematics at Edinboro University of Pennsylvania. His research focus is on effective instructional approaches, strategies, and assessments for students with dyscalculia and students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle and has coauthored three math intervention programs targeting fractions, integers, and algebraic equations.  Additionally, he is a co-author of the bestselling Response to Intervention in Math (Corwin, 2010) and Developing Number Sense through the Common Core (Corwin, 2013). Additionally, Dr. Riccomini provides high quality professional development focused on effective mathematics instruction to school districts across the United States. As a former middle and high school general education and special education mathematics teacher, Dr. Riccomini knows firsthand the challenges and difficulties teachers experience every day when working with struggling students. Follow Dr. Riccomini on Twitter @pjr146.

Areas of Expertise

Age Levels

Adolescence
Childhood

Curriculum Areas

Math Ed

Education Levels

Early Childhood
Middle School/Junior High

Education Types

Public Ed
Remedial Ed
Rural Ed
Urban Ed

Individual Difference

Cognition
Collaboration
Learning Processes

Leadership Preparation

Teacher Prep

Learning

Curriculum
Instructional Methods and Design

Methodological Research

Quantitative Research

Special Education

AD/HD
Gifted Ed
Inclusion
Mild Disabilities

Teacher Preparation

In-service Teachers
Pre-service Teachers
Professional Development

Technology

Instructional Design

Courses Taught

SPLED 509C: Advanced Studies of Instructional Practices in Mathematics and Science for Students with Disabilities

SPLED 525:    Teaching Learners with Disabilities in Inclusive Settings (Online through World Campus)

SPLED 409C: Mathematics Instruction for Students with Special Needs 

SPLED 400:    Teaching Exceptional Students in General Education Settings


Office Hours

By Appointment

Representative Publications

2018 to 2019 Publications

Morano, S., Riccomini, P. J., & Lee, J. Y. (2019). Accuracy of area model and number line representations of fractions for students with learning disabilities. Learning Disabilities Research & Practice. DOI: 10.1111/ldrp.12197

Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Scheeler, M. C., & McNaughton, D. B. (2019). Effects of tactile prompting and self-monitoring on teachers’ use of behavior-specific praise.  Exceptional Children, 1-19. DOI: 10.1177/0014402919846500.

Riccomini, P. J., Berkeley, S., Neally, A., Stagliano, C., Kurz, L., & Brigham, F. (2019). Peer-assisted assessment in reading: Two exploratory studies. International Journal for Research in Learning Disabilities, 4, 12-26.

Hwang, J., & Riccomini, P. J. (2019). Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities. British Journal of Special Education, DOI:10.1111/1467-8578.12250

Morano, S., & Riccomini, P. J. (2019). Is a picture worth 1,000 words? Investigating fraction magnitude knowledge through analysis of student representations. Assessment for Effective Intervention, 1-12. DOI: 10.1177/153408418829697

Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2019). Schema-based instruction for mathematical word problem solving: An evidenced-based review for students with learning disabilities. Learning Disability Quarterly, 1-13. DOI 10.1177/0731948718823080.

Hughes, E., Riccomini, P. J., & Witzel, B. S. (2018). Using concrete-representational-abstract sequence to teach fractions to middle school students with math difficulties. Journal of Evidence-Based Practices for Schools, 16(2), 171-190.

Stocker, J. D., Kubina, R. M., Riccomini, P. J., & Mason, A. (2018). Comparing the effects of different timings to build computational and procedural fluency with complex computation.  Journal of Evidence-Based Practices for Schools, 16(2), 206-231.

Hwang, J., Riccomini, P. J., Hwang, S., & Morano, S. (2018). A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties. Learning Disabilities Research & Practice, 34(1), 47-61. DOI: 10.1111/ldrp.12187

Markelz, A. M., Taylor, J. C., Scheeler, M. C., Riccomini, P. J., & McNaughton, D. B. (2018). Prompting with wearable technology to increase teaching behaviors of a special education preservice teacher. Journal of the American Academy of Special Education Professionals,10(4), 74-91.

Markelz, A. M., Scheeler, M. C., Taylor, J. C., & Riccomini, P. J. (2018). A review of interventions to increase behavior specific praise. Journal of Evidence Based Practice for Schools, 17(1), 67-87.

Smith, G. W., Classes, A. I., Riccomini, P. J., & Brewer, R. R. (2018). Understanding the removal of classroom auditory distractors: An interactive approach. Journal of the American Academy of Special Education Professionals, 6-23.

Cozad, L. & Riccomini, P. J. (2018). Effects of whole-class interventions on computational             fluency: A synthesis of the literature. Journal of Evidence-Based Practices for Schools.

Books and Book Chapters

Riccomini, P. J., & Smith, G. W. (in press). Response to Intervention and Multi-Tiered System of Supports. In J. Hattie & E. M. Anderman (Eds.). International guide to student achievement. New York: Routledge Taylor & Francis Group.

Hughes, C. A., Riccomini, P. J., Morris, J.R. (2019). Use explicit instruction. In J. McLeskey, L.  Maheady, B. Billingsley, M.  Brownell, & T. Lewis (Eds.), High leverage practices for inclusive classrooms. New York: Routledge

Berkeley, S. & Riccomini, P. J. (2017). Academic Progress Monitoring. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education (2nd Ed.). New York, NY: Routledge.

Riccomini, P. J., Morano, S., Hwang, J. (2016). Developing mathematical problem solving through strategic instruction: Much more than a keyword. In B. Cook, M. Tankersley, & T. Landrum (Eds.). Advances in Learning and Behavioral Disabilities, Vol. 29. Emerald Group Publishing Limited.

Witzel, B. S., Riccomini, P. J., & Herlong, M. L. (2013). Building number sense through the common core. Thousand Oaks, CA; London: Corwin.

Riccomini, P. J. & Smith, G. W. (2013). Response to intervention: The sum is greater than its parts (pp345-347). In J. Hattie & E. M. Anderman (Eds.). International guide to student achievement. New York: Routledge Taylor & Francis Group.

Riccomini, P.J. & Witzel,  B. S. (2012). Mathematics interventions overview. In. C. F. Shores (Ed.) Response to intervention.  Thousand Oaks, CA: Corwin.

Berkeley, S. & Riccomini, P. J. (2011). Academic Progress Monitoring. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education. New York, NY: Routledge

Witzel, B. S., Mink, D. V., & Riccomini, P. J. (2011). Using visual representations to instruct and intervene with secondary mathematics. In R. Gersten & R. Newman-Gonchar (Eds.) Response to intervention in mathematics. Baltimore, MD: Brookes Publishing

Riccomini, P. J., Witzel, B. S., & Riccomini, A. E. (2011). Maximize mathematical development in early childhood programs by optimizing the instructional sequence. In N. L. Gallenstein & D. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs. Association for Childhood Education International.

Riccomini, P. J. & Witzel, B. S. (2010). Response to intervention in math. Thousands Oaks, CA: Corwin Press.

Grants

Riccomini, P. J. (2014-2015). Scaffolding Common Core Mathematics Curriculum Module Grades 7-12 for Students with Disabilities. Sponsored by the New Your State Education Department. $141,000. Role: Principal Investigator and Partnering with SUNY Geneseo.

Lee, D. & Riccomini, P.J. (2013-2016). Training in the Professoriate for Special Education (TIPS). Sponsored by the US Department of Education. Office of Special Education. $1,072,920.00.  Role: Co-Project Director (25%) along with David Lee (75%).