John Begeny

Wang, J., Hida, R. M., Park, J., Kim, E. K., & Begeny, J. C. (2023, December 5). A systematic review of mixed methods studies published in six school psychology journals: Prevalence, characteristics, and trends from 2011 to 2020. PSYCHOLOGY IN THE SCHOOLS. https://doi.org/10.1002/pits.23114

Wang, J., Begeny, J. C., Durling, J. M., & Newson, N. K. (2023, May 18). Adapting school-based implementation support from in-person to virtual: An experimental evaluation of a virtual coaching program to improve intervention fidelity. PSYCHOLOGY IN THE SCHOOLS. https://doi.org/10.1002/pits.22962

Begeny, J. C., Wang, J., Levy, R. A., Sanetti, L. M., Loehman, J., & Rodriguez, K. (2023). 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. https://doi.org/10.1016/j.jsp.2023.01.003

Martins, M. A., Begeny, J. C., & Capellini, S. A. (2023). 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. https://doi.org/10.3389/fpsyg.2023.1034749

Musti, S., Smith, J. M. M., & Begeny, J. C. C. (2022, December 9). A Virtual Tutoring Program to Increase Students' Text Reading Fluency. INTERVENTION IN SCHOOL AND CLINIC. https://doi.org/10.1177/10534512221140474

Kinney, C. E. L., Begeny, J. C., Stage, S. A., Patterson, S., & Johnson, A. (2022). Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability. BEHAVIOR MODIFICATION, 46(1), 3–35. https://doi.org/10.1177/0145445520946321

Morte-Soriano, M. R., Begeny, J. C., & Soriano-Ferrer, M. (2021). Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia. JOURNAL OF LEARNING DISABILITIES, 54(5), 373–387. https://doi.org/10.1177/0022219420981986

Soriano-Ferrer, M., Ramon Morte-Soriano, M., Begeny, J., & Piedra-Martinez, E. (2021). Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents' Stress During the COVID-19 Pandemic. FRONTIERS IN PSYCHOLOGY, 12. https://doi.org/10.3389/fpsyg.2021.648000

Levy, R. A., & Begeny, J. C. (2020). An Evaluation of a Resource Efficient Writing Intervention Delivered by Paraprofessionals to Second Grade Students. READING & WRITING QUARTERLY, 36(6), 542–562. https://doi.org/10.1080/10573569.2019.1677536

Begeny, J. C., Codding, R. S., Wang, J., Hida, R. M., Patterson, S. L., Kessler, S., … Ramos, K. A. (2020). 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. https://doi.org/10.1002/pits.22334

Codding, R. S., Begeny, J., Kromminga, K. R., Edmunds, R. R., Klaft, J., Diggs, C., & Hansen-Burke, A. (2020). Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program? JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 36(3), 235–260. https://doi.org/10.1080/15377903.2019.1682735

Wang, J., Begeny, J. C., Hida, R. M., & Oluokun, H. O. (2020). Editorial boards of 45 journals devoted to school and educational psychology: International characteristics and publication patterns. SCHOOL PSYCHOLOGY INTERNATIONAL, 41(2), 110–136. https://doi.org/10.1177/0143034319887522

Hida, R. M., Begeny, J. C., Oluokun, H. O., Bancroft, T. E., Fields-Turner, F. L., Ford, B. D., … Smith, A. Y. (2020). Internationalization and geographically representative scholarship in journals devoted to behavior analysis: an assessment of 10 journals across 15 years. SCIENTOMETRICS, 122(1), 719–740. https://doi.org/10.1007/s11192-019-03289-4

Begeny, J. C., Wang, J., Hida, R. M., Oluokun, H. O., & Jones, R. A. (2019). A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology. SCHOOL PSYCHOLOGY INTERNATIONAL, 40(6), 547–580. https://doi.org/10.1177/0143034319881474

Ginns, D. S., & Begeny, J. C. (2019). 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. https://doi.org/10.1177/0198742918795884

Klingbeil, D. A., Van Norman, E. R., McLendon, K. E., Ross, S. G., & Begeny, J. C. (2019). Evaluating Tau-U With Oral Reading Fluency Data and the Impact of Measurement Error. BEHAVIOR MODIFICATION, 43(3), 413–438. https://doi.org/10.1177/0145445518760174

Begeny, J. C. (2019). Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties. SCHOOL PSYCHOLOGY INTERNATIONAL, 40(1), 3–24. https://doi.org/10.1177/0143034318796875

Field, S. A., Begeny, J. C., & Kim, E. K. (2019). Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention. READING & WRITING QUARTERLY, 35(4), 374–391. https://doi.org/10.1080/10573569.2018.1553082

Vollmer, L. E., Gettinger, M., & Begeny, J. C. (2019). 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. https://doi.org/10.1080/15377903.2018.1528488

Begeny, J. C. (2018). A working definition and conceptual model of internationalization for school and educational psychology. PSYCHOLOGY IN THE SCHOOLS, 55(8), 924–940. https://doi.org/10.1002/pits.22157

Begeny, J. C. (2018). An overview of internationalization and its relevance for school and educational psychology. PSYCHOLOGY IN THE SCHOOLS, 55(8), 897–907. https://doi.org/10.1002/pits.22161

Devaney, A. A., Begeny, J. C., Haskett, M. E., & Ginns, D. S. (2018). 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. https://doi.org/10.1007/S40688-018-0184-Z

Begeny, J. C., Levy, R. A., Hida, R., & Norwalk, K. (2018). Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization. PSYCHOLOGY IN THE SCHOOLS, 55(2), 120–136. https://doi.org/10.1002/pits.22070

Begeny, J. C., Levy, R. A., Hida, R., Norwalk, K., Field, S., Suzuki, H., … Aguirre Burneo, C. (2018). 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. https://doi.org/10.1016/j.jsp.2018.07.001

Bernardo, A. B. I., Begeny, J. C., Earle, O. B., Ginns, D. S., Pilar Grazioso, M., Soriano-Ferrer, M., … Zapata, R. (2018). Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs. PSYCHOLOGY IN THE SCHOOLS, 55(8), 982–992. https://doi.org/10.1002/pits.22160

Kim, E. K., Begeny, J. C., Hida, R., Wang, J., Jones, R., & Oluokun, H. (2018). Publication characteristics and outlets of school and educational psychology scholars around the globe. PSYCHOLOGY IN THE SCHOOLS, 55(8), 955–968. https://doi.org/10.1002/pits.22158

Vess, S. F., Begeny, J. C., Norwalk, K. E., & Ankney, R. N. (2018). 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. https://doi.org/10.1080/15377903.2018.1443985

Begeny, J. C., Levy, R. A., & Field, S. A. (2018). Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY, 34(1), 36–64. https://doi.org/10.1080/15377903.2017.1328628

Begeny, J. C., Whitehouse, M. H., Methe, S. A., Codding, R. S., Stage, S. A., & Nuepert, S. (2015). Do Intervention-embedded Assessment Procedures Successfully Measure Student Growth in Reading? Psychology in the Schools, 52(6), 578–593. https://doi.org/10.1002/pits.21843

Ross, S. G., & Begeny, J. C. (2014). 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. https://doi.org/10.1007/S10864-014-9202-Z

Begeny, J. C., & Greene, D. J. (2014). CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS? PSYCHOLOGY IN THE SCHOOLS, 51(2), 198–215. https://doi.org/10.1002/pits.21740

Soriano-Ferrer, M., Félix-Mateo, V., & Begeny, J. C. (2014). Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings? Procedia - Social and Behavioral Sciences, 132, 80–86. https://doi.org/10.1016/J.SBSPRO.2014.04.281

Mitchell, C., & Begeny, J. C. (2014). Improving student reading through parents' implementation of a structured reading program. School Psychology Review, 43(1), 41–58.

Ross, S. G., & Begeny, J. C. (2014). 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. https://doi.org/10.1016/j.jsp.2014.06.003

Begeny, J. C., Easton, J. E., Upright, J. J., Tunstall, K. R., & Ehrenbock, C. A. (2014). 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. https://doi.org/10.1002/pits.21763

Begeny, J., Upright, J., Easton, J., Ehrenbock, C., & Tunstall, K. (2013). 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. https://doi.org/10.1080/15377903.2013.810187

Begeny, J. C., Ross, S. G., Greene, D. J., Mitchell, R. C., & Whitehouse, M. H. (2012). 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. https://doi.org/10.1007/S10864-011-9144-7

Begeny, J. C., Schulte, A. C., & Johnson, K. (2012). Enhancing instructional problem solving: an efficient system for assisting struggling learners. New York: The Guilford Press.

Begeny, J. C., Hawkins, A. L., Krouse, H. E., & Laugle, K. M. (2011). ALTERING INSTRUCTIONAL DELIVERY OPTIONS TO IMPROVE INTERVENTION OUTCOMES: DOES INCREASED INSTRUCTIONAL INTENSITY ALSO INCREASE INSTRUCTIONAL EFFECTIVENESS? PSYCHOLOGY IN THE SCHOOLS, 48(8), 769–785. https://doi.org/10.1002/pits.20591

Begeny, J. C., Yeager, A., & Martínez, R. S. (2011). 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. https://doi.org/10.1007/S10864-011-9141-X

Begeny, J. C. (2011). 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.

Ross, S. G., & Begeny, J. C. (2011). 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. https://doi.org/10.1002/pits.20575

Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011). Teacher judgments of students' reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40(1), 23–38.

Cook, C. R., Jimerson, S. R., & Begeny, J. C. (2010). 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. https://doi.org/10.1177/0143034310377580

Begeny, J. C., Laugle, K. M., Krouse, H. E., Lynn, A. E., Tayrose, M. P., & Stage, S. A. (2010). 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.

Begeny, J. C., & Buchanan, H. (2010). 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. https://doi.org/10.1002/pits.20509

Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. C. (2009). 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. https://doi.org/10.1007/s10864-009-9090-9

Begeny, J. C., Eckert, T. L., Montarello, S. A., & Storie, M. S. (2008). 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. https://doi.org/10.1037/1045-3830.23.1.43

Begeny, J. C., & Martens, B. K. (2007). [Review of Inclusionary education in Italy - A literature review and call for more empirical research]. REMEDIAL AND SPECIAL EDUCATION, 28(2), 80–94. https://doi.org/10.1177/07419325070280020701

Begeny, J. C., & Silber, J. M. (2006). An examination of group-based treatment packages for increasing elementary-aged students' reading fluency. PSYCHOLOGY IN THE SCHOOLS, 43(2), 183–195. https://doi.org/10.1002/pits.20138

Begeny, J. C., & Martens, B. K. (2006). Assessing pre-service teachers' training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262–285. https://doi.org/10.1521/scpq.2006.21.3.262

Eckert, T. L., Dunn, E. K., Codding, R. S., Begeny, J. C., & Kleinmann, A. E. (2006). 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. https://doi.org/10.1002/pits.20147

Martens, B. K., Eckert, T. L., Begeny, J. C., Lewandowski, L. J., DiGennaro, F. D., Montarello, S. A., … Fiese, B. H. (2006). 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. https://doi.org/10.1007/s10864-006-9022-x

Begeny, J. C., Daly, E. J., III, & Valleley, R. J. (2006). 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. https://doi.org/10.1007/s10864-006-9028-4

Cooper, S., Valleley, R. J., Polaha, J., Begeny, J., & Evans, J. H. (2006). Running out of time: Physician management of behavioral health concerns in rural pediatric primary care. PEDIATRICS, 118(1), E132–E138. https://doi.org/10.1542/peds.2005-2612

Lewandowski, L., Begeny, J., & Rogers, C. (2006). Word-Recognition Training: Computer Versus Tutor. Reading & Writing Quarterly, 22(4), 395–410. https://doi.org/10.1080/10573560500455786