@article{wang_hida_park_kim_begeny_2023, title={A systematic review of mixed methods studies published in six school psychology journals: Prevalence, characteristics, and trends from 2011 to 2020}, ISSN={["1520-6807"]}, DOI={10.1002/pits.23114}, abstractNote={Mixed methods (MM) designs have gained more recognition in psychology in recent years due to the complementary strengths of integrating both quantitative and qualitative approaches. The central elements of a MM design can be particularly useful in the field of school psychology, where both generalizations of group characteristics and exploration of individual perspectives are valued. Given the advantages of MM and their potential benefits in school psychology research, it is important to know the extent to which MM studies are published in school psychology journals and the general characteristics of such studies. This study examined articles published from 2011 to 2020 in six well‐known school psychology journals to (a) document the prevalence of MM articles published in each journal and in each year, (b) examine the characteristics of the identified MM studies, and (c) explore possible trends of MM publications in the 10‐year period. Findings revealed that although there is a significant increasing trend of MM studies published from the first 5 years (2011–2015) to the second 5 years (2016–2020), the percentage of MM studies is still very small in the journals assessed. Explanations, future study directions, and practical implications are provided to call for more attention and effort in facilitating the training and application of MM research.}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Wang, Jiayi and Hida, Rahma M. and Park, Jeongsoo and Kim, Eui Kyung and Begeny, John C.}, year={2023}, month={Dec} }
 @article{wang_begeny_durling_newson_2023, title={Adapting school-based implementation support from in-person to virtual: An experimental evaluation of a virtual coaching program to improve intervention fidelity}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22962}, abstractNote={Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID‐19 pandemic. However, current literature is still limited in examining the effects of virtual coaching. After adapting an evidence‐based set of in‐person coaching materials and procedures into a virtual delivery format, this study used a multiple baseline design to evaluate the efficacy of the virtual coaching program in supporting interventionists who implemented a small‐group reading intervention. Visual analysis and nonparametric analyses demonstrated considerable improvement in interventionists' fidelity after receiving the virtual coaching program. Additionally, surveys from interventionists indicated positive perceptions toward the coaches and the virtual coaching process. Practical implications of virtual coaching and future research directions are discussed. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Wang, Jiayi and Begeny, John C. and Durling, Jesslyn M. and Newson, Natasha K.}, year={2023}, month={May} }
 @article{begeny_wang_levy_sanetti_loehman_rodriguez_2023, title={Considering the implementation research-to-practice gap: An experimental evaluation of intervention-general methods for assessing and supporting intervention fidelity through coaching}, volume={97}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2023.01.003}, abstractNote={Implementation support through coaching—such as with embedded fidelity assessment, performance feedback, modeling, and alliance building—has been empirically supported as a way to increase and sustain interventionists' fidelity levels. However, education research consistently shows that practitioners struggle to monitor and improve interventionists' fidelity using implementation support strategies. One explanation for this type of implementation research-to-practice gap is that evidence-based coaching strategies have significant limitations with respect to their usability, feasibility, and adaptability. This study is the first to experimentally evaluate an evidence-based set of adaptable materials and procedures designed to assess and support the intervention fidelity of school-based interventions. Using a randomized multiple-baseline-across-participants design, we examined the extent to which these materials and procedures would influence intervention adherence and quality of an evidence-based reading intervention. Across all nine interventionist participants, data revealed that the implementation strategies meaningfully improved intervention adherence and quality, and high levels of intervention fidelity maintained 1 month after removing the support procedures. Findings are discussed with respect to how these materials and procedures address a critical need within school-based research and practice as well as how they may help to inform and address the implementation research-to-practice gap in education.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Begeny, John C. and Wang, Jiayi and Levy, Rebecca A. and Sanetti, Lisa M. and Loehman, Jessica and Rodriguez, Kristina}, year={2023}, month={Apr}, pages={152–170} }
 @article{martins_begeny_capellini_2023, title={Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy}, volume={14}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2023.1034749}, abstractNote={Introduction Across multiples languages, research demonstrates the important relationship between reading fluency and comprehension. Put simply, a fluent reader has greater attention and memory resources to use higher-order functions in reading, resulting in better comprehension of text. Some reading fluency interventions have shown positive results in improving students’ text reading fluency and comprehension; however, this research has predominantly been conducted with English-speaking students. For instance, until this report, a comprehensive search revealed only one prior study that evaluated an intervention strategy designed to improve students’ reading fluency in Brazilian Portuguese and no prior studies evaluated an intervention program with that population of students. Methods The main goals of this two-part project were to (a) systematically translate, culturally adapt, and pilot test the Helping Early Literacy with Practice Strategies (HELPS) reading fluency program for use in Brazilian Portuguese (referred to as, HELPS-PB); and (b) conduct a preliminary quasi-experimental study of the HELPS-PB program with 23 students in grades 3 to 5 who needed a reading fluency intervention. Results and Discussion This report documents the processes and successful adaptation of existing English- and Spanish-versions of HELPS into a new HELPS-PB program. It also offers preliminary evidence showing that students receiving HELPS-PB significantly improved their text reading fluency comparted to students in a control group. Implications for research, practice, and the adaptation of reading fluency programs into other languages are discussed.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Martins, Maira Anelli and Begeny, John C. and Capellini, Simone Aparecida}, year={2023}, month={Feb} }
 @article{musti_smith_begeny_2022, title={A Virtual Tutoring Program to Increase Students' Text Reading Fluency}, ISSN={["1538-4810"]}, DOI={10.1177/10534512221140474}, abstractNote={Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This article provides recommendations for educators interested in setting up and implementing fluency instruction virtually to improve elementary or middle school students’ text reading fluency. Key instructional elements and other considerations for virtual implementation are discussed.}, journal={INTERVENTION IN SCHOOL AND CLINIC}, author={Musti, Shobana and Smith, Jesslyn M. M. and Begeny, John C. C.}, year={2022}, month={Dec} }
 @article{kinney_begeny_stage_patterson_johnson_2022, title={Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability}, volume={46}, ISSN={["1552-4167"]}, DOI={10.1177/0145445520946321}, abstractNote={Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types of graphs: Regular (equal-interval), Standard Celeration Chart (SCC; semi-log), and Standard Behavior Graph (SBG; semi-log). All participants used each graph across three usability tasks (Plotting Data, Writing Values, and Interpreting Trends). For the Plotting and Writing tasks, the equal-interval graph produced the greatest rate of correct responses. However, for the Interpreting task the SBG produced the greatest rate of corrects, while the equal-interval graph produced the smallest rate. User acceptability mainly favored the equal-interval and SBG graphs. Study findings and implications are discussed with respect to graph usability and acceptability during day-to-day practice.}, number={1}, journal={BEHAVIOR MODIFICATION}, author={Kinney, Chad E. L. and Begeny, John C. and Stage, Scott A. and Patterson, Sierra and Johnson, Amirra}, year={2022}, month={Jan}, pages={3–35} }
 @article{morte-soriano_begeny_soriano-ferrer_2021, title={Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia}, volume={54}, ISSN={["1538-4780"]}, DOI={10.1177/0022219420981986}, abstractNote={Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants’ EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia (n = 78) and to compare their EF with typically developing (TD) peers (n = 82). The study also sought to examine agreements and disagreements among teacher and parent raters. One key finding was that children and adolescents with dyslexia were rated by both parents and teachers as having more frequent cognitive, behavioral, and emotional EF difficulties in home and school compared with TD peers. However, teachers often reported greater severity of impairments than parents did across several EF domains, potentially suggesting a differential pattern of EF difficulties between home and school. Results are discussed in relation to multi-informant assessment practices for EF behaviors (e.g., there may be differential patterns of EF difficulties between home and school) and how the findings have implications for supporting children and adolescents with dyslexia.}, number={5}, journal={JOURNAL OF LEARNING DISABILITIES}, author={Morte-Soriano, Manuel Ramon and Begeny, John C. and Soriano-Ferrer, Manuel}, year={2021}, month={Sep}, pages={373–387} }
 @article{soriano-ferrer_ramon morte-soriano_begeny_piedra-martinez_2021, title={Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents' Stress During the COVID-19 Pandemic}, volume={12}, ISSN={["1664-1078"]}, DOI={10.3389/fpsyg.2021.648000}, abstractNote={Background Research during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families. Objective The main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families. Method A sample of 32 children with dyslexia and their mothers participated in this study. Measures Children and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine. Results Major findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported (a) difficulties in establishing study routines, (b) that the quarantine negatively affected their child’s learning, and (c) that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher. Conclusion This study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents.}, journal={FRONTIERS IN PSYCHOLOGY}, author={Soriano-Ferrer, Manuel and Ramon Morte-Soriano, Manuel and Begeny, John and Piedra-Martinez, Elisa}, year={2021}, month={May} }
 @article{levy_begeny_2020, title={An Evaluation of a Resource Efficient Writing Intervention Delivered by Paraprofessionals to Second Grade Students}, volume={36}, ISSN={["1521-0693"]}, DOI={10.1080/10573569.2019.1677536}, abstractNote={Abstract Writing is a critical skill to develop, but many students are not proficient writers. Limited research exists about writing interventions, particularly interventions that are resource-efficient (e.g., provided by non-educators and in a small-group format) and can be used during early elementary school. This study evaluated an evidence-based writing intervention that was implemented by paraprofessionals with small groups of second-grade students with writing difficulties. Using a multiple-baseline design, participants’ performance was assessed with six different writing measures. Findings showed that participants made promising improvements in writing quality and production, inconsistent improvements in story elements, and minimal improvements in curriculum-based measures of writing (e.g., correct writing sequences). Data evidenced sound social validity and usability for the intervention. Limitations, future research directions, and implications are discussed in terms of developing and delivering resource-efficient writing interventions, as well as challenges with monitoring students’ progress in writing.}, number={6}, journal={READING & WRITING QUARTERLY}, author={Levy, Rebecca A. and Begeny, John C.}, year={2020}, month={Nov}, pages={542–562} }
 @article{begeny_codding_wang_hida_patterson_kessler_fields-turner_ramos_2020, title={An analysis of motivation strategies used within the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) program}, volume={57}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22334}, abstractNote={Abstract More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research‐supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS‐SG instructional components. Condition 2 included all instructional procedures as well as goal‐setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group‐based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2.}, number={4}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Codding, Robin S. and Wang, Jiayi and Hida, Rahma M. and Patterson, Sierra L. and Kessler, Sarah and Fields-Turner, Felicia and Ramos, Kimberly A.}, year={2020}, month={Apr}, pages={540–555} }
 @article{codding_begeny_kromminga_edmunds_klaft_diggs_hansen-burke_2020, title={Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?}, volume={36}, ISSN={["1537-7911"]}, DOI={10.1080/15377903.2019.1682735}, abstractNote={Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.}, number={3}, journal={JOURNAL OF APPLIED SCHOOL PSYCHOLOGY}, author={Codding, Robin S. and Begeny, John and Kromminga, Kourtney R. and Edmunds, Rebecca R. and Klaft, Jenna and Diggs, Calvary and Hansen-Burke, Annie}, year={2020}, pages={235–260} }
 @article{wang_begeny_hida_oluokun_2020, title={Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns}, volume={41}, ISSN={["1461-7374"]}, DOI={10.1177/0143034319887522}, abstractNote={To assess and promote internationally representative scholarship, several past studies have examined the geographic affiliation of journals’ editorial board members and authors. The present study is the first known to examine this with journals devoted to school and educational psychology. After systematically identifying all peer-reviewed scholarly journals around the globe that are specifically devoted to school or educational psychology (N = 45), the goals of this study were to (a) report key characteristics about each journal’s editorial board, and (b) examine the extent to which geographic affiliation (country where one is employed) is consistent among a journal’s editorial board members and recent authors. One key finding revealed that editorial boards of the discipline’s journals represent individuals from all global regions, but many global regions (e.g. Africa, Eastern Europe, Latin America) are underrepresented. Another finding showed that the vast majority of journals evidence strong similarities in geographic affiliation between editorial board members and authors. Findings, implications, limitations, and future research directions are discussed in the context of internationalization.}, number={2}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Wang, Jiayi and Begeny, John C. and Hida, Rahma M. and Oluokun, Helen O.}, year={2020}, month={Apr}, pages={110–136} }
 @article{hida_begeny_oluokun_bancroft_fields-turner_ford_jones_ratliff_smith_2020, title={Internationalization and geographically representative scholarship in journals devoted to behavior analysis: an assessment of 10 journals across 15 years}, volume={122}, ISSN={["1588-2861"]}, DOI={10.1007/s11192-019-03289-4}, number={1}, journal={SCIENTOMETRICS}, author={Hida, Rahma M. and Begeny, John C. and Oluokun, Helen O. and Bancroft, Taylor E. and Fields-Turner, Felicia L. and Ford, Brodie D. and Jones, Cecily K. and Ratliff, Chynna B. and Smith, Andrykah Y.}, year={2020}, month={Jan}, pages={719–740} }
 @article{begeny_wang_hida_oluokun_jones_2019, title={A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology}, volume={40}, ISSN={["1461-7374"]}, DOI={10.1177/0143034319881474}, abstractNote={One proposed way to support internationalization is to enhance internationally representative and culturally informed scholarship within a respective discipline, and academic journals are a primary source of scholarship for most disciplines. Therefore, to build upon efforts to assess and promote internationally representative scholarship, it is necessary to identify and know more about the discipline-specific journals within a field—including those published in different parts of the world and in different languages. The goals of this study were to (a) identify all peer-reviewed scholarly journals around the globe that are specifically devoted to publishing scholarship about school or educational psychology, and (b) obtain relevant information about those journals (e.g., information about the mission of each journal, article accessibility, language characteristics, etc.). One key finding indicated clear evidence of internationality in the discipline, but there are important limitations with respect to representation aspects of internationalization. Other findings showed that many journals offer free access to scholarly articles and that the vast majority of journals aim to publish scholarship that influences practice. All findings, implications, limitations, and future research directions are discussed in the context of internationalization within school and educational psychology, and are connected to discipline-relevant research, practice, training, collaboration, or advocacy.}, number={6}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Begeny, John C. and Wang, Jiayi and Hida, Rahma M. and Oluokun, Helen O. and Jones, Renee A.}, year={2019}, month={Dec}, pages={547–580} }
 @article{ginns_begeny_2019, title={Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance}, volume={44}, ISSN={["2163-5307"]}, DOI={10.1177/0198742918795884}, abstractNote={Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers’ treatment integrity, with less of a relation observed between performance feedback and students’ academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.}, number={3}, journal={BEHAVIORAL DISORDERS}, author={Ginns, Diana S. and Begeny, John C.}, year={2019}, month={May}, pages={175–189} }
 @article{klingbeil_van norman_mclendon_ross_begeny_2019, title={Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error}, volume={43}, ISSN={["1552-4167"]}, DOI={10.1177/0145445518760174}, abstractNote={Recently, researchers have argued that using quantitative effect sizes in single-case design (SCD) research may facilitate the identification evidence-based practices. Indices to quantify nonoverlap are among the most common methods for quantifying treatment effects in SCD research. Tau-U represents a family of effect size indices that were developed to address criticisms of previously developed measures of nonoverlap. However, more research is necessary to determine the extent to which Tau-U successfully addresses proposed limitations of other nonoverlap methods. This study evaluated Tau-U effect sizes, derived from multiple-baseline designs, where researchers used curriculum-based measures of reading (CBM-R) to measure reading fluency. Specifically, we evaluated the distribution of the summary Tau-U statistic when applied to a large set of CBM-R data and assessed how the variability inherent in CBM-R data may influence the obtained Tau-U values. Findings suggest that the summary Tau-U statistic may be susceptible to ceiling effects. Moreover, the results provide initial evidence that error inherent in CBM-R scores may have a small but meaningful influence on the obtained effect sizes. Implications and recommendations for research and practice are discussed.}, number={3}, journal={BEHAVIOR MODIFICATION}, author={Klingbeil, David A. and Van Norman, Ethan R. and McLendon, Katherine E. and Ross, Sarah G. and Begeny, John C.}, year={2019}, month={May}, pages={413–438} }
 @article{begeny_2019, title={Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties}, volume={40}, ISSN={["1461-7374"]}, DOI={10.1177/0143034318796875}, abstractNote={Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This situation within school psychology scholarship not only has negative implications for research and practice, it also limits internationalization within the discipline. The geographical context for the present study was in Costa Rica, currently a Latin American LMIC. Given the global importance of literacy, this article describes an experimental evaluation comparing two time- and resource-efficient reading interventions that differed only by instructional grouping: A one-on-one intervention, and an even more resource-efficient small-group intervention. Participants included third-graders experiencing significant reading difficulties. Analyses showed that all students benefitted from intervention, but some students responded somewhat more favorably to one intervention versus the other. Limitations, implications, and future research directions are discussed, particularly within the context of international school psychology and how professionals in the discipline can benefit from more intervention research in otherwise underrepresented global regions.}, number={1}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Begeny, John C.}, year={2019}, month={Feb}, pages={3–24} }
 @article{field_begeny_kim_2019, title={Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention}, volume={35}, ISSN={["1521-0693"]}, DOI={10.1080/10573569.2018.1553082}, abstractNote={Abstract Although research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through a response to intervention framework, researchers know less about cognitive predictors of response to Tier 3 instruction. This study measured 2nd and 3rd graders’ performance on 7 cognitive tasks associated with reading outcomes. Participants then received 10 weeks of targeted intervention with the HELPS One-on-One Reading Fluency Program. Repeated measures multivariate analyses of variance using both norm-referenced and growth score criteria failed to demonstrate significant differences between the cognitive processing profiles of students who met response criteria and those who did not. Only phonological awareness indicated an area of significant processing deficit. Findings did not support a continuum of severity hypothesis and instead provided support for the heterogeneity of reading disorders.}, number={4}, journal={READING & WRITING QUARTERLY}, author={Field, Stacey A. and Begeny, John C. and Kim, Eui Kyung}, year={2019}, month={Jul}, pages={374–391} }
 @article{vollmer_gettinger_begeny_2019, title={Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States}, volume={35}, ISSN={["1537-7911"]}, DOI={10.1080/15377903.2018.1528488}, abstractNote={Abstract Response to intervention (RTI) is an evidence-based approach to educational service delivery that is being increasingly adopted by schools across the country. To effectively implement RTI models, teachers require specialized training. Little is currently known, however, about the extent to which this training is being provided at the preservice level. The purpose of this survey study was to learn more about RTI-related training provided to preservice general educators in undergraduate elementary education programs. Respondents included 95 program directors of accredited college/university teacher education programs across the United States. Participants reported providing varying levels of didactic and applied training related to each of the six core components of RTI (i.e., multitiered service delivery, universal screening, progress monitoring, data-based decision making, evidence-based interventions, and fidelity of implementation). Although most teacher educators were familiar with the overall concept of RTI, over a third of respondents were not familiar with the core component of fidelity of implementation, and reported providing limited training opportunities in this area. Respondents also indicated whether preservice teachers in their programs receive training related to specific progress monitoring tools and evidence-based interventions. Implications for school psychologists, who frequently collaborate with teachers to implement RTI models, are discussed.}, number={2}, journal={JOURNAL OF APPLIED SCHOOL PSYCHOLOGY}, author={Vollmer, Laura E. and Gettinger, Maribeth and Begeny, John C.}, year={2019}, pages={122–145} }
 @article{begeny_2018, title={A working definition and conceptual model of internationalization for school and educational psychology}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22157}, abstractNote={Abstract Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary. Furthermore, many authors have used the term “internationalization” without providing any description or definition at all, as is likewise the case with the school and educational psychology scholarship. The central purpose of this paper is to propose a working definition, set of potential goals, and conceptual model of internationalization that has relevance for school and educational psychology. As discussed in the paper, the ideas presented are meant to stimulate opportunities for dialogue, reflection, and critique among a global community of scholars and practitioners—they are not presented with the viewpoint that they ought to be adopted. Within the conceptual model, it is argued, for example, that intentionality, inclusivity, reciprocity, and consideration of goals will help to support internationalization efforts. Proposed goals include relatively more immediate objectives (e.g., enhancing internationally representative scholarship, improving discipline‐relevant advocacy and support efforts) that should help to enable broader internationalization goals (e.g., offering the most effective services to those supported by the international community of school and educational psychologists). The conceptual model is also discussed in the context of existing discipline‐specific research and areas of scholarship that are relatively scarce. The paper concludes by describing limitations, considerations, and potential future efforts relevant to definitions and conceptualizations of internationalization.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C.}, year={2018}, month={Sep}, pages={924–940} }
 @article{begeny_2018, title={An overview of internationalization and its relevance for school and educational psychology}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22161}, abstractNote={Abstract This paper serves as the introductory article for the special issue titled, Internationalization in School and Educational Psychology. The paper begins with a summary of the existing literature about internationalization and describes how there are both similarities and differences in the many proposed descriptions and definitions of internationalization. Possible reasons for advancing internationalization within psychology are described next, including those that are applicable for the subdiscipline of school and educational psychology. The paper also describes the scope of this special issue, why it may be timely for the subdiscipline, and its overall goals (i.e., to promote increased understanding and discussion about internationalization, particularly in the context of school and educational psychology).}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C.}, year={2018}, month={Sep}, pages={897–907} }
 @article{devaney_begeny_haskett_ginns_2018, title={Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders}, volume={23}, ISSN={2159-2020 2161-1505}, url={http://dx.doi.org/10.1007/S40688-018-0184-Z}, DOI={10.1007/S40688-018-0184-Z}, number={4}, journal={Contemporary School Psychology}, publisher={Springer Science and Business Media LLC}, author={Devaney, Asenath A. and Begeny, John C. and Haskett, Mary E. and Ginns, Diana S.}, year={2018}, month={Mar}, pages={367–378} }
 @article{begeny_levy_hida_norwalk_2018, title={Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22070}, abstractNote={Abstract Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization.}, number={2}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Levy, Rebecca A. and Hida, Rahma and Norwalk, Kate}, year={2018}, month={Feb}, pages={120–136} }
 @article{begeny_levy_hida_norwalk_field_suzuki_soriano-ferrer_scheunemann_guerrant_clinton_et al._2018, title={Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016}, volume={70}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2018.07.001}, abstractNote={Although the discipline of school and educational psychology is arguably international (e.g., relevant research and practice is evident in more than 80 countries), there has been limited research examining the international scholarship published in school and educational psychology journals. Such an assessment is important because it provides one important metric for better understanding the field's level of internationalization. The purpose of this study was to evaluate every article (N = 4456) published from 2002 to 2016 across eight school and educational psychology journals that publish international scholarship. Each article's authorship and participant data were coded and reported in terms of respective country and geographical region. Research questions examined, for example, how the published scholarship aligns with international employment data for school psychologists and whether particular journals published a geographically wider breadth of articles. Overall findings indicated that although the field of school psychology is present in more than 80 countries, the overall scholarship in the reviewed journals predominantly features participants living in, and authors working in, North America or Western Europe. However, one journal (School Psychology International) published relatively more articles with participants from outside of these geographic regions. Also, journals affiliated with a national professional organization largely differed in their percentage of "within-nation" publications (e.g., articles with participants living in the same nation that sponsors the respective journal). Explanations of the data are discussed and several recommendations are made that, if followed, could improve the internationalization and geographical representation of scholarship in school and educational psychology.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Begeny, John C. and Levy, Rebecca A. and Hida, Rahma and Norwalk, Kate and Field, Stacey and Suzuki, Haruna and Soriano-Ferrer, Manuel and Scheunemann, Ann and Guerrant, Mary and Clinton, Amanda and et al.}, year={2018}, month={Oct}, pages={44–63} }
 @article{bernardo_begeny_earle_ginns_pilar grazioso_soriano-ferrer_suzuki_zapata_2018, title={Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22160}, abstractNote={Abstract As the final paper within this special issue on Internationalization in School and Educational Psychology, this paper documents broad perspectives about internationalization from multiple school and educational psychologists who have worked in various contexts (e.g., in different professional roles and geographic locations). Based upon three core questions that contributors responded to, the paper systematically integrates all perspectives according to two primary categories: Strengths or Positive Indicators and Considerations, Concerns, and Needs . The former category is discussed with respect to three themes that emerged from contributors’ responses: (1) internationally focused scholarship, (2) presence and work of international organizations, and (3) study abroad, exchange, and international collaboration. The category pertaining to concerns and needs was also thematically summarized according to three topics: (1) power, paternalism, and neoliberalism, (2) paucity of critical dialogue and research, and (3) linguistic and financial barriers to internationalization. From the shared perspectives, concluding remarks are presented in the context of how the discipline can continue discourse and activities that, through internationalization, help to offer more equitable opportunities for professionals in the field and the communities they work to support.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Bernardo, Allan B. I. and Begeny, John C. and Earle, Orlean Brown and Ginns, Diana S. and Pilar Grazioso, Maria and Soriano-Ferrer, Manuel and Suzuki, Haruna and Zapata, Roxana}, year={2018}, month={Sep}, pages={982–992} }
 @article{kim_begeny_hida_wang_jones_oluokun_2018, title={Publication characteristics and outlets of school and educational psychology scholars around the globe}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22158}, abstractNote={Abstract Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data related to internationalization in school and educational psychology, the present study gathered data about the publication outlets among international scholars in the field since 2000. Several findings are reported, such as the number of books, chapters, and journal articles published by participants, as well as the names of the journals that participants most frequently published in—within and across global regions. One key finding from the study was that school and educational psychology scholars around the globe frequently publish in discipline‐specific journals, but generally publish in a wide range of journals that focus on specific topics (e.g., behavior, child development). Additionally, it was found that the large majority of authors from our study published their studies in English.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Kim, Eui Kyung and Begeny, John C. and Hida, Rahma and Wang, Jiayi and Jones, Renee and Oluokun, Helen}, year={2018}, month={Sep}, pages={955–968} }
 @article{vess_begeny_norwalk_ankney_2018, title={Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention}, volume={34}, ISSN={1537-7903 1537-7911}, url={http://dx.doi.org/10.1080/15377903.2018.1443985}, DOI={10.1080/15377903.2018.1443985}, abstractNote={ABSTRACT This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a structured implementation protocol of evidence-based strategies and specific intervention materials. Students in both groups demonstrated statistically significant growth on standardized measures of reading fluency and comprehension, but there were no differences between intervention conditions for any of the dependent measures. Practical implications for using oral reading fluency interventions at the middle school level are discussed.}, number={4}, journal={Journal of Applied School Psychology}, publisher={Informa UK Limited}, author={Vess, Sarah F. and Begeny, John C. and Norwalk, Kate E. and Ankney, Robyn N.}, year={2018}, month={Mar}, pages={316–337} }
 @article{begeny_levy_field_2018, title={Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research}, volume={34}, ISSN={["1537-7911"]}, DOI={10.1080/15377903.2017.1328628}, abstractNote={ABSTRACT Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every school's intervention toolbox. The authors summarize the existing research on instruction and interventions that specifically targets reading fluency and is implemented by an adult with 3 or more students at once. Key findings revealed that most studies used a single-case design, nearly all studies were rated positively in terms of methodological quality, and the majority of participants significantly improved as a result of receiving SG intervention. Furthermore, of the five studies examining comparable SG and 1-on-1 interventions, 79% of the students performed equally well from both interventions. Implications and several recommendations for future research are discussed.}, number={1}, journal={JOURNAL OF APPLIED SCHOOL PSYCHOLOGY}, author={Begeny, John C. and Levy, Rebecca A. and Field, Stacey A.}, year={2018}, pages={36–64} }
 @article{begeny_whitehouse_methe_codding_stage_nuepert_2015, title={Do Intervention-embedded Assessment Procedures Successfully Measure Student Growth in Reading?}, volume={52}, ISSN={0033-3085}, url={http://dx.doi.org/10.1002/pits.21843}, DOI={10.1002/pits.21843}, abstractNote={Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally during the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data-driven instructional decisions about students’ responsiveness to intervention.}, number={6}, journal={Psychology in the Schools}, publisher={Wiley}, author={Begeny, John C. and Whitehouse, Mary H. and Methe, Scott A. and Codding, Robin S. and Stage, Scott A. and Nuepert, Shevaun}, year={2015}, month={Jul}, pages={578–593} }
 @article{ross_begeny_2014, title={An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student–Teacher Instructional Ratios Impact Intervention Effectiveness?}, volume={24}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/S10864-014-9202-Z}, DOI={10.1007/S10864-014-9202-Z}, number={1}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Ross, Sarah G. and Begeny, John C.}, year={2014}, month={Sep}, pages={11–32} }
 @article{begeny_greene_2014, title={CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS?}, volume={51}, ISSN={["1520-6807"]}, DOI={10.1002/pits.21740}, abstractNote={A grade level of reading material is commonly estimated using one or more readability formulas, which purport to measure text difficulty based on specified text characteristics. However, there is limited direction for teachers and publishers regarding which readability formulas (if any) are appropriate indicators of actual text difficulty. Because oral reading fluency (ORF) is considered one primary indicator of an elementary aged student's overall reading ability, the purpose of this study was to assess the link between leveled reading passages and students’ actual ORF rates. ORF rates of 360 elementary-aged students were used to determine whether reading passages at varying grade levels are, as would be predicted by readability levels, more or less difficult for students to read. Results showed that a small number of readability formulas were fairly good indicators of text, but this was only true at particular grade levels. Additionally, most of the readability formulas were more accurate for higher ability readers. One implication of the findings suggests that teachers should be cautious when making instructional decisions based on purported “grade-leveled” text, and educational researchers and practitioners should strive to assess difficulty of text materials beyond simply using a readability formula.}, number={2}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Greene, Diana J.}, year={2014}, month={Feb}, pages={198–215} }
 @article{soriano-ferrer_félix-mateo_begeny_2014, title={Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?}, volume={132}, ISSN={1877-0428}, url={http://dx.doi.org/10.1016/J.SBSPRO.2014.04.281}, DOI={10.1016/J.SBSPRO.2014.04.281}, abstractNote={The purpose of this study was to evaluate parents and teachers behavior rating measures of executive functions (EFs) in everyday activities in ADHD children, predominantly inattentive (ADHD-PI) and combined type (ADHD-CT), relative to their typically developing peers. Sixteen children with ADHD combined type and fourteen with ADHD predominantly inattentive type were age- and gender-matched to thirteen typically developing peers. Both parents and teachers of the participants completed the BRIEF. As expected, the executive functioning of children with ADHD were rated significantly worse than those of controls by both parents and teachers. Thus, parent and teachers reported more EF impairments in the ADHD groups, predominantly inattentive and combined types, than in the control group. Also, ADHD-CT was rated by parents and teachers as lower than the ADHD-PI group on several scales. Significant associations were obtained between parent and teacher ratings in each group. For the ADHD groups, compared with parents, teachers rated children as having more problems in the majority of the scales. Parent and teacher perceptions of executive functioning in children with ADHD align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. These findings highlight the diagnostic utility of behavioral ratings of executive function; however, behavioral ratings should not be assumed to be a proxy for performance on measures of executive function in clinical practice.}, journal={Procedia - Social and Behavioral Sciences}, publisher={Elsevier BV}, author={Soriano-Ferrer, M. and Félix-Mateo, V. and Begeny, J.C.}, year={2014}, month={May}, pages={80–86} }
 @article{mitchell_begeny_2014, title={Improving student reading through parents' implementation of a structured reading program}, volume={43}, number={1}, journal={School Psychology Review}, author={Mitchell, C. and Begeny, J. C.}, year={2014}, pages={41–58} }
 @article{ross_begeny_2014, title={Single-case effect size calculation: Comparing regression and non-parametric approaches across previously published reading intervention data sets}, volume={52}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2014.06.003}, abstractNote={Growing from demands for accountability and research-based practice in the field of education, there is recent focus on developing standards for the implementation and analysis of single-case designs. Effect size methods for single-case designs provide a useful way to discuss treatment magnitude in the context of individual intervention. Although a standard effect size methodology does not yet exist within single-case research, panel experts recently recommended pairing regression and non-parametric approaches when analyzing effect size data. This study compared two single-case effect size methods: the regression-based, Allison-MT method and the newer, non-parametric, Tau-U method. Using previously published research that measured the Words read Correct per Minute (WCPM) variable, these two methods were examined by comparing differences in overall effect size scores and rankings of intervention effect. Results indicated that the regression method produced significantly larger effect sizes than the non-parametric method, but the rankings of the effect size scores had a strong, positive relation. Implications of these findings for research and practice are discussed.}, number={4}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Ross, Sarah G. and Begeny, John C.}, year={2014}, month={Aug}, pages={419–431} }
 @article{begeny_easton_upright_tunstall_ehrenbock_2014, title={THE RELIABILITY AND USER-FEASIBILITY OF MATERIALS AND PROCEDURES FOR MONITORING THE IMPLEMENTATION INTEGRITY OF A READING INTERVENTION}, volume={51}, ISSN={["1520-6807"]}, DOI={10.1002/pits.21763}, abstractNote={Within the realm of school-based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two-part study was to examine (a) the extent to which relatively novice educators could self-learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter-observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity.}, number={5}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Easton, Julia E. and Upright, James J. and Tunstall, Kali R. and Ehrenbock, Cassia A.}, year={2014}, month={May}, pages={517–533} }
 @article{begeny_upright_easton_ehrenbock_tunstall_2013, title={Validity Estimates and Functionality of Materials and Procedures Used to Monitor the Implementation Integrity of a Reading Intervention}, volume={29}, ISSN={1537-7903 1537-7911}, url={http://dx.doi.org/10.1080/15377903.2013.810187}, DOI={10.1080/15377903.2013.810187}, abstractNote={Observing for, documenting, and improving implementation integrity are critical components of effective intervention services in schools. Without them, students may not receive effective intervention, and systems-level models of intervention service-delivery may never be properly evaluated or realize its potential. The purpose of this study was to develop and evaluate a comprehensive set of materials and procedures for observing interventionists’ use of a structured reading program. We examined the following research questions: (a) do direct observations of an interventionist using the program correspond with his or her self-report of implementation integrity; (b) do direct observations of an interventionist correspond with permanent products that are generated from the intervention; and (c) did the observation and feedback procedures result in interventionists using the program more successfully? Primary findings showed that the observation and feedback procedures were effective in producing strong implementation integrity among the interventionists, self-report of implementation integrity was highly accurate, and permanent products (though used properly) do not seem to correspond well with overall measures of implementation integrity.}, number={3}, journal={Journal of Applied School Psychology}, publisher={Informa UK Limited}, author={Begeny, John and Upright, James and Easton, Julia and Ehrenbock, Cassia and Tunstall, Kali}, year={2013}, month={Jul}, pages={284–304} }
 @article{begeny_ross_greene_mitchell_whitehouse_2012, title={Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation}, volume={21}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/S10864-011-9144-7}, DOI={10.1007/S10864-011-9144-7}, number={2}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Begeny, John C. and Ross, Sarah G. and Greene, Diana J. and Mitchell, Rachel C. and Whitehouse, Mary H.}, year={2012}, month={Jan}, pages={134–149} }
 @book{begeny_schulte_johnson_2012, title={Enhancing instructional problem solving: an efficient system for assisting struggling learners}, publisher={New York: The Guilford Press}, author={Begeny, J. C. and Schulte, A. C. and Johnson, K.}, year={2012} }
 @article{begeny_hawkins_krouse_laugle_2011, title={ALTERING INSTRUCTIONAL DELIVERY OPTIONS TO IMPROVE INTERVENTION OUTCOMES: DOES INCREASED INSTRUCTIONAL INTENSITY ALSO INCREASE INSTRUCTIONAL EFFECTIVENESS?}, volume={48}, ISSN={["0033-3085"]}, DOI={10.1002/pits.20591}, abstractNote={With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. © 2011 Wiley Periodicals, Inc.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Hawkins, Amy Lynn and Krouse, Hailey E. and Laugle, Kelly M.}, year={2011}, month={Sep}, pages={769–785} }
 @article{begeny_yeager_martínez_2011, title={Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers}, volume={21}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/S10864-011-9141-X}, DOI={10.1007/S10864-011-9141-X}, number={1}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Begeny, John C. and Yeager, Abigail and Martínez, Rebecca S.}, year={2011}, month={Nov}, pages={58–79} }
 @article{begeny_2011, title={Effects of the helping early literacy with practice strategies (HELPS) reading fluency program when implemented at different frequencies}, volume={40}, number={1}, journal={School Psychology Review}, author={Begeny, J. C.}, year={2011}, pages={149–157} }
 @article{ross_begeny_2011, title={IMPROVING LATINO, ENGLISH LANGUAGE LEARNERS' READING FLUENCY: THE EFFECTS OF SMALL-GROUP AND ONE-ON-ONE INTERVENTION}, volume={48}, ISSN={["0033-3085"]}, DOI={10.1002/pits.20575}, abstractNote={Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement timeefficient interventions with these students. Using an experimental design common in field-based research, the purpose of this study was to evaluate the differential effects of a one-on-one (1/1) and small-group (SG) reading fluency intervention, both implemented with Spanish-speaking ELLs. Using three forms of data-analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school-based practice. C � 2011 Wiley Periodicals, Inc.}, number={6}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Ross, Sarah G. and Begeny, John C.}, year={2011}, month={Jul}, pages={604–618} }
 @article{begeny_krouse_brown_mann_2011, title={Teacher judgments of students' reading abilities across a continuum of rating methods and achievement measures}, volume={40}, number={1}, journal={School Psychology Review}, author={Begeny, J. C. and Krouse, H. E. and Brown, K. G. and Mann, C. M.}, year={2011}, pages={23–38} }
 @article{cook_jimerson_begeny_2010, title={A Model for Predicting the Presence of School Psychology An International Examination of Sociocultural, Sociopolitical and Socioeconomic Influences}, volume={31}, ISSN={["1461-7374"]}, DOI={10.1177/0143034310377580}, abstractNote={School psychology exists in many countries around the world; however, it is far from ubiquitous. The extant literature offers limited empirical information addressing why school psychology may be present in some countries but not in others. The purpose of this study was to conduct a comparative investigation examining four sociocultural and sociopolitical theories that may help to explain the presence of school psychology within countries around the globe. The results from this study examining 108 different countries revealed that although the socioeconomic development of a country is an important explanatory factor of the presence of school psychology, it does not fully explain the presence of school psychology. Specifically, variables measuring a country’s modern mass cultural values and legacy of expenditures on social programs were independently predictive of the presence of school psychology. The implications and limitations of this study are discussed.}, number={4}, journal={SCHOOL PSYCHOLOGY INTERNATIONAL}, author={Cook, Clayton R. and Jimerson, Shane R. and Begeny, John C.}, year={2010}, month={Aug}, pages={438–461} }
 @article{begeny_laugle_krouse_lynn_tayrose_stage_2010, title={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}, volume={39}, number={1}, journal={School Psychology Review}, author={Begeny, J. C. and Laugle, K. M. and Krouse, H. E. and Lynn, A. E. and Tayrose, M. P. and Stage, S. A.}, year={2010}, pages={137–155} }
 @article{begeny_buchanan_2010, title={TEACHERS' JUDGMENTS OF STUDENTS' EARLY LITERACY SKILLS MEASURED BY THE EARLY LITERACY SKILLS ASSESSMENT: COMPARISONS OF TEACHERS WITH AND WITHOUT ASSESSMENT ADMINISTRATION EXPERIENCE}, volume={47}, ISSN={["0033-3085"]}, DOI={10.1002/pits.20509}, abstractNote={Teacher judgments about students' academic abilities are important for several reasons, including their day-to-day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre-kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer the Early Literacy Skills Assessment (ELSA). Findings suggest that teachers with opportunities to administer the ELSA had a significantly higher percentage of accurate judgments across half of the ELSA subtests, but their judgment accuracy was still no better than 50%–60% on all but one ELSA subtest. Implications for school psychologist practitioners and researchers are presented. © 2010 Wiley Periodicals, Inc.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Buchanan, Heather}, year={2010}, month={Sep}, pages={859–868} }
 @article{begeny_krouse_ross_mitchell_2009, title={Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies}, volume={18}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/s10864-009-9090-9}, DOI={10.1007/s10864-009-9090-9}, number={3}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Begeny, John C. and Krouse, Hailey E. and Ross, Sarah G. and Mitchell, R. Courtney}, year={2009}, month={Aug}, pages={211–228} }
 @article{begeny_eckert_montarello_storie_2008, title={Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods}, volume={23}, ISSN={["1939-1560"]}, DOI={10.1037/1045-3830.23.1.43}, abstractNote={Teacher perceptions about students’ academic abilities are important for several reasons (e.g., instructional decision making, special education entitlement decisions). Not surprisingly, researchers have investigated the accuracy of teachers’ decisions. Although some data reveal that teachers are relatively good judges of academic performance, other findings have suggested otherwise. A likely explanation for conflicting findings is the varying assessment methods (e.g., direct vs. indirect, norm-referenced vs. peer-independent) and different data analysis procedures that have been used across studies. The purpose of this study was to investigate a continuum of teacher-perception assessment methods as they corresponded to students’ oral reading fluency performance. Participants included 10 teachers and 87 first, second, and third grade students from a suburban school in the northeast. Overall results suggested that teachers were generally accurate when estimating students’ performance when students had strong oral reading fluency skills, but teachers had more difficulty judging students with average to low oral reading fluency. Further, data interpretation of teachers’ judgment accuracy differed somewhat depending upon the statistical method employed. Implications, limitations, and suggestions for future research related to this study are discussed.}, number={1}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Begeny, John C. and Eckert, Tanya L. and Montarello, Staci A. and Storie, Michelle S.}, year={2008}, month={Mar}, pages={43–55} }
 @misc{begeny_martens_2007, title={Inclusionary education in Italy - A literature review and call for more empirical research}, volume={28}, ISSN={["0741-9325"]}, DOI={10.1177/07419325070280020701}, abstractNote={Since the 1970s, Italy has had a national policy of integrating nearly all students with disabilities into the general education classroom. As a result, many advocates of inclusion in the United States have identified Italy as an excellent example of how wide-range inclusion can be accomplished. However, some U.S. and Italian educators have expressed concern that very little research has directly examined Italy's inclusion practices and outcomes. In this article, all of the available literature in English in a 20-year period that pertained to Italy's inclusion outcomes and classroom practices was reviewed. Of the studies directly addressing Italy's inclusion practices, survey studies were the most common, and very few studies used experimental methodology. Furthermore, survey studies generally found outcomes considered to be favorable toward inclusion practices, whereas the results from experimental studies called the benefits of full inclusion into question. Of the studies that described interventions for students with disabilities, only a small percentage was conducted in a general education setting. Implications, limitations, and future research directions are discussed.}, number={2}, journal={REMEDIAL AND SPECIAL EDUCATION}, author={Begeny, John C. and Martens, Brian K.}, year={2007}, pages={80–94} }
 @article{begeny_silber_2006, title={An examination of group-based treatment packages for increasing elementary-aged students' reading fluency}, volume={43}, ISSN={["1520-6807"]}, DOI={10.1002/pits.20138}, abstractNote={Reading fluency has been described as one of the essential ingredients for ensuring that students become successful readers. Unfortunately, a large number of elementary-aged students in this country do not fluently read age-appropriate material. Because of this, small-group interventions are practical and more time efficient than individualized intervention programs, but very few small-group interventions have been developed to target students' reading fluency of connected text. The primary purpose of this study was to examine four group-based treatment packages containing two or more of the following reading interventions: repeated reading, listening passage preview, and practicing difficult words in isolation. Effects of each treatment package were evaluated with 4 third graders using an alternating-treatments design, and effects were evaluated for both immediate and retained reading-fluency gains. Findings indicated that the combination of all three intervention components was most effective. Results also suggested some inconsistent relationships between immediate and retained reading gains for 3 of the 4 students. Implications of these findings, limitations of the study, and directions for future research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 183–195, 2006.}, number={2}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, JC and Silber, JM}, year={2006}, month={Feb}, pages={183–195} }
 @article{begeny_martens_2006, title={Assessing pre-service teachers' training in empirically-validated behavioral instruction practices}, volume={21}, DOI={10.1521/scpq.2006.21.3.262}, number={3}, journal={School Psychology Quarterly}, author={Begeny, J. C. and Martens, B. K.}, year={2006}, pages={262–285} }
 @article{eckert_dunn_codding_begeny_kleinmann_2006, title={Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report}, volume={43}, ISSN={0033-3085 1520-6807}, url={http://dx.doi.org/10.1002/pits.20147}, DOI={10.1002/pits.20147}, abstractNote={Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum-Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second-grade teachers estimated the reading and mathematics skills of 33 second-grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade-level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade-level or above-grade-level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006.}, number={3}, journal={Psychology in the Schools}, publisher={Wiley}, author={Eckert, Tanya L. and Dunn, Erin K. and Codding, Robin S. and Begeny, John C. and Kleinmann, Ava E.}, year={2006}, pages={247–265} }
 @article{martens_eckert_begeny_lewandowski_digennaro_montarello_arbolino_reed_fiese_2006, title={Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students}, volume={16}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/s10864-006-9022-x}, DOI={10.1007/s10864-006-9022-x}, number={1}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Martens, Brian K. and Eckert, Tanya L. and Begeny, John C. and Lewandowski, Lawrence J. and DiGennaro, Florence D. and Montarello, Staci A. and Arbolino, Lauren A. and Reed, Derek D. and Fiese, Barbara H.}, year={2006}, month={Sep}, pages={38–53} }
 @article{begeny_daly_valleley_2006, title={Improving Oral Reading Fluency Through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings}, volume={15}, ISSN={1053-0819 1573-3513}, url={http://dx.doi.org/10.1007/s10864-006-9028-4}, DOI={10.1007/s10864-006-9028-4}, number={4}, journal={Journal of Behavioral Education}, publisher={Springer Science and Business Media LLC}, author={Begeny, John C. and Daly, Edward J., III and Valleley, Rachel J.}, year={2006}, month={Nov}, pages={229–235} }
 @article{cooper_valleley_polaha_begeny_evans_2006, title={Running out of time: Physician management of behavioral health concerns in rural pediatric primary care}, volume={118}, ISSN={["1098-4275"]}, DOI={10.1542/peds.2005-2612}, abstractNote={OBJECTIVE. The purpose of this work was to examine pediatricians’ responses to behavioral health concerns raised in the context of rural primary care visits with particular focus on time spent. METHODS. Research assistants directly observed 302 patient visits in 2 rural pediatric primary care offices. The length of the visit, concerns raised, and physicians’ responses were recorded. Interrater reliability, scored for 25% of observed visits, was strong. RESULTS. Behavioral, emotional, or developmental concerns were raised by either the parent or physician in 23.6% of all primary care visits observed. Approximately 9% of all visits were identified as a psychological consultation before the visit and lasted ∼7 minutes longer than visits for other reasons. Behavioral concerns were raised during ∼18% of visits not originally identified as a psychological consultation. In these cases, visit length increased by >5 minutes on average, a statistically significant difference. In addition, during these visits, discussion of behavioral concerns often consumed more than half of the visit. Data suggested that physicians were responsive to behavioral, developmental, or emotional concerns, engaging in further assessment, supportive statements, treatment, or referral in ∼97% of the visits when such concerns were raised. CONCLUSIONS. Findings converge with previous research, showing that approximately one quarter of all primary care visits involve a discussion of behavioral, developmental, or emotional concerns. Moreover, this study is the first to document the specific impact of such concerns on pediatricians’ time, often sited as a key reason why they struggle to effectively identify and treat behavioral concerns presenting in primary care. These data provide a starting point for controlled studies, including comparisons of rural versus urban samples and the impact of various collaborative models of care.}, number={1}, journal={PEDIATRICS}, author={Cooper, Stephanie and Valleley, Rachel J. and Polaha, Jodi and Begeny, John and Evans, Joseph H.}, year={2006}, month={Jul}, pages={E132–E138} }
 @article{lewandowski_begeny_rogers_2006, title={Word-Recognition Training: Computer Versus Tutor}, volume={22}, ISSN={1057-3569 1521-0693}, url={http://dx.doi.org/10.1080/10573560500455786}, DOI={10.1080/10573560500455786}, abstractNote={The effects of tutor- or computer-assisted word recognition were assessed in a sample of third grade children. At pre-test, students' reading accuracy and fluency were evaluated on a training word list, generalization word list, and reading passages. Students were then randomly assigned to one of three group conditions—control (students practiced word lists alone), tutor-assisted, and computer-assisted—and given three training sessions. Results indicated that students practicing alone did not improve fluency, whereas both tutor- and computer-assisted groups significantly improved reading speed and accuracy on the trained list and reading fluency on some passages. Students who received word recognition training via a computer performed as well as students who received individualized tutoring. Importantly, the computer-assisted instruction required little teacher time or supervision.}, number={4}, journal={Reading & Writing Quarterly}, publisher={Informa UK Limited}, author={Lewandowski, Lawrence and Begeny, John and Rogers, Cynthia}, year={2006}, month={Sep}, pages={395–410} }