John Charles Begeny

A systematic review of mixed methods studies published in six school psychology journals: Prevalence, characteristics, and trends from 2011 to 2020

Wang, J., Hida, R. M., Park, J., Kim, E. K., & Begeny, J. C. (2023, December 5). PSYCHOLOGY IN THE SCHOOLS.

Adapting school-based implementation support from in-person to virtual: An experimental evaluation of a virtual coaching program to improve intervention fidelity

Wang, J., Begeny, J. C., Durling, J. M., & Newson, N. K. (2023, May 18). PSYCHOLOGY IN THE SCHOOLS.

Considering the implementation research-to-practice gap: An experimental evaluation of intervention-general methods for assessing and supporting intervention fidelity through coaching

JOURNAL OF SCHOOL PSYCHOLOGY, 97, 152–170.

Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy

FRONTIERS IN PSYCHOLOGY, 14.

A Virtual Tutoring Program to Increase Students' Text Reading Fluency

Musti, S., Smith, J. M. M., & Begeny, J. C. C. (2022, December 9). INTERVENTION IN SCHOOL AND CLINIC.

Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability

BEHAVIOR MODIFICATION, 46(1), 3–35.

Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia

JOURNAL OF LEARNING DISABILITIES, 54(5), 373–387.

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents' Stress During the COVID-19 Pandemic

FRONTIERS IN PSYCHOLOGY, 12.

An Evaluation of a Resource Efficient Writing Intervention Delivered by Paraprofessionals to Second Grade Students

READING & WRITING QUARTERLY, 36(6), 542–562.

An analysis of motivation strategies used within the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) program

PSYCHOLOGY IN THE SCHOOLS, 57(4), 540–555.

Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 36(3), 235–260.

Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns

SCHOOL PSYCHOLOGY INTERNATIONAL, 41(2), 110–136.

Internationalization and geographically representative scholarship in journals devoted to behavior analysis: an assessment of 10 journals across 15 years

SCIENTOMETRICS, 122(1), 719–740.

A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology

SCHOOL PSYCHOLOGY INTERNATIONAL, 40(6), 547–580.

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

BEHAVIORAL DISORDERS, 44(3), 175–189.

Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error

BEHAVIOR MODIFICATION, 43(3), 413–438.

Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties

SCHOOL PSYCHOLOGY INTERNATIONAL, 40(1), 3–24.

Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention

READING & WRITING QUARTERLY, 35(4), 374–391.

Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 35(2), 122–145.

A working definition and conceptual model of internationalization for school and educational psychology

PSYCHOLOGY IN THE SCHOOLS, 55(8), 924–940.

An overview of internationalization and its relevance for school and educational psychology

PSYCHOLOGY IN THE SCHOOLS, 55(8), 897–907.

Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders

Contemporary School Psychology, 23(4), 367–378.

Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

PSYCHOLOGY IN THE SCHOOLS, 55(2), 120–136.

Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016

JOURNAL OF SCHOOL PSYCHOLOGY, 70, 44–63.

Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs

PSYCHOLOGY IN THE SCHOOLS, 55(8), 982–992.

Publication characteristics and outlets of school and educational psychology scholars around the globe

PSYCHOLOGY IN THE SCHOOLS, 55(8), 955–968.

Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention

Journal of Applied School Psychology, 34(4), 316–337.

Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research

JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 34(1), 36–64.

Do Intervention-embedded Assessment Procedures Successfully Measure Student Growth in Reading?

Psychology in the Schools, 52(6), 578–593.

An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student–Teacher Instructional Ratios Impact Intervention Effectiveness?

Journal of Behavioral Education, 24(1), 11–32.

CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS?

PSYCHOLOGY IN THE SCHOOLS, 51(2), 198–215.

Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?

Procedia - Social and Behavioral Sciences, 132, 80–86.

Improving student reading through parents' implementation of a structured reading program

School Psychology Review, 43(1), 41–58.

Single-case effect size calculation: Comparing regression and non-parametric approaches across previously published reading intervention data sets

JOURNAL OF SCHOOL PSYCHOLOGY, 52(4), 419–431.

THE RELIABILITY AND USER-FEASIBILITY OF MATERIALS AND PROCEDURES FOR MONITORING THE IMPLEMENTATION INTEGRITY OF A READING INTERVENTION

PSYCHOLOGY IN THE SCHOOLS, 51(5), 517–533.

Validity Estimates and Functionality of Materials and Procedures Used to Monitor the Implementation Integrity of a Reading Intervention

Journal of Applied School Psychology, 29(3), 284–304.

Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation

Journal of Behavioral Education, 21(2), 134–149.

Enhancing instructional problem solving: an efficient system for assisting struggling learners

New York: The Guilford Press.

ALTERING INSTRUCTIONAL DELIVERY OPTIONS TO IMPROVE INTERVENTION OUTCOMES: DOES INCREASED INSTRUCTIONAL INTENSITY ALSO INCREASE INSTRUCTIONAL EFFECTIVENESS?

PSYCHOLOGY IN THE SCHOOLS, 48(8), 769–785.

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

Journal of Behavioral Education, 21(1), 58–79.

Effects of the helping early literacy with practice strategies (HELPS) reading fluency program when implemented at different frequencies

School Psychology Review, 40(1), 149–157.

IMPROVING LATINO, ENGLISH LANGUAGE LEARNERS' READING FLUENCY: THE EFFECTS OF SMALL-GROUP AND ONE-ON-ONE INTERVENTION

PSYCHOLOGY IN THE SCHOOLS, 48(6), 604–618.

Teacher judgments of students' reading abilities across a continuum of rating methods and achievement measures

School Psychology Review, 40(1), 23–38.

A Model for Predicting the Presence of School Psychology An International Examination of Sociocultural, Sociopolitical and Socioeconomic Influences

SCHOOL PSYCHOLOGY INTERNATIONAL, 31(4), 438–461.

A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program

School Psychology Review, 39(1), 137–155.

TEACHERS' JUDGMENTS OF STUDENTS' EARLY LITERACY SKILLS MEASURED BY THE EARLY LITERACY SKILLS ASSESSMENT: COMPARISONS OF TEACHERS WITH AND WITHOUT ASSESSMENT ADMINISTRATION EXPERIENCE

PSYCHOLOGY IN THE SCHOOLS, 47(8), 859–868.

Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies

Journal of Behavioral Education, 18(3), 211–228.

Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods

SCHOOL PSYCHOLOGY QUARTERLY, 23(1), 43–55.

Inclusionary education in Italy - A literature review and call for more empirical research

[Review of ]. REMEDIAL AND SPECIAL EDUCATION, 28(2), 80–94.

An examination of group-based treatment packages for increasing elementary-aged students' reading fluency

PSYCHOLOGY IN THE SCHOOLS, 43(2), 183–195.

Assessing pre-service teachers' training in empirically-validated behavioral instruction practices

School Psychology Quarterly, 21(3), 262–285.

Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report

Psychology in the Schools, 43(3), 247–265.

Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students

Journal of Behavioral Education, 16(1), 38–53.

Improving Oral Reading Fluency Through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings

Journal of Behavioral Education, 15(4), 229–235.

Running out of time: Physician management of behavioral health concerns in rural pediatric primary care

PEDIATRICS, 118(1), E132–E138.

Word-Recognition Training: Computer Versus Tutor

Reading & Writing Quarterly, 22(4), 395–410.