John C Begeny
Biographic Data
| ID | 6359116 |
|---|---|
| NAME | John C Begeny |
| GIVEN NAMES | John C |
| FAMILY NAME | Begeny |
| SIGNATURE | BEGENY J C |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0001-8006-5928 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
A scoping review of 50 years of school-based mindfulness programs for children and adolescents
The use of mindfulness has gained popularity as a promising approach for improving mental health outcomes in children and adolescents. However, several gaps remain in our understanding of how these practices are defined, implemented, and contextualized in school settings. This scoping review examines 150 school-based mindfulness program (SBMP) studies published from 1973 to 2022, focusing on study characteristics (e.g., participant demographics, …
Effects of the Accelerating Mathematics Performance With Practice Strategies (AMPPS) Intervention Program When Delivered During Summer in a One‐On‐One Virtual Format
Despite extensive research suggesting the importance of students developing strong foundational math skills during early grades, more than 60% of 4th graders in the United States lack proficiency in mathematics. Such data are influenced by several factors, including summer learning loss in math, negative impacts from the COVID‐19 pandemic, and a need for more research on intervention programs for elementary‐aged students experiencing difficulties…
Effects of V-Coach, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention
A systematic review of mixed methods studies published in six school psychology journals
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 scho…
Adapting school‐based implementation support from in‐person to virtual
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…
Considering the implementation research-to-practice gap
Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia
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 thi…
An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program
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…
No prominent works on this page.
An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program
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…
Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia
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 thi…
Adapting school‐based implementation support from in‐person to virtual
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…
Considering the implementation research-to-practice gap
A systematic review of mixed methods studies published in six school psychology journals
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 scho…
Effects of the Accelerating Mathematics Performance With Practice Strategies (AMPPS) Intervention Program When Delivered During Summer in a One‐On‐One Virtual Format
Despite extensive research suggesting the importance of students developing strong foundational math skills during early grades, more than 60% of 4th graders in the United States lack proficiency in mathematics. Such data are influenced by several factors, including summer learning loss in math, negative impacts from the COVID‐19 pandemic, and a need for more research on intervention programs for elementary‐aged students experiencing difficulties…
Effects of V-Coach, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
A scoping review of 50 years of school-based mindfulness programs for children and adolescents
The use of mindfulness has gained popularity as a promising approach for improving mental health outcomes in children and adolescents. However, several gaps remain in our understanding of how these practices are defined, implemented, and contextualized in school settings. This scoping review examines 150 school-based mindfulness program (SBMP) studies published from 1973 to 2022, focusing on study characteristics (e.g., participant demographics, …
Intervention (counseling) (6 works) · Psychology (6 works) · Behavioral and Psychological Studies (5 works) · Educational and Psychological Assessments (4 works) · Medical education (4 works) · Applied Psychology (3 works) · Coaching (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Fidelity (3 works)