@article{o’neal_begeny_smith_2026, title={A scoping review of 50 years of school-based mindfulness programs for children and adolescents}, DOI={10.1016/j.childyouth.2026.108840}, abstractNote={The use of mindfulness has gained popularity as a promising approach for improving mental health outcomes in children and adolescents. However, several gaps remain in our understanding of how these practices are defined, implemented, and contextualized in school settings. This scoping review examines 150 school-based mindfulness program (SBMP) studies published from 1973 to 2022, focusing on study characteristics (e.g., participant demographics, targeted outcomes, operational definitions of mindfulness), intervention features, and the extent to which studies acknowledge the historical and cultural foundations of mindfulness practices. Over the past 50 years, there have been modest methodological improvements, particularly in reporting interventionist training, while critical aspects such as implementation fidelity measurement and operational definition clarity have seen little change. Additionally, only 21% of studies acknowledged the Eastern origins of mindfulness. Implications for future research and practice include strengthening methodological rigor, clarifying conceptual frameworks, and increasing cultural transparency in SBMP implementation}, journal={Children and Youth Services Review}, author={O’Neal, C. Shannon and Begeny, John and Smith, Bradley}, year={2026}, month={Feb} }
 @article{durling_begeny_wang_o'neal_musti_2025, title={Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention}, DOI={10.1016/j.jsp.2025.101466}, abstractNote={Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs-whether they deliver instruction online or in person-is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as virtual COACH) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.}, journal={Journal of School Psychology}, author={Durling, Jesslyn M. and Begeny, John C. and Wang, Jiayi and O'Neal, C. Shannon and Musti, Shobana}, year={2025}, month={May} }