John C. Begeny
Department of Psychology
Poe Hall 762C
Box 7650
North Carolina State University
Raleigh, NC 27695-7650
Phone: 919-513-7950
Fax: 919-515-1716
john_begeny @ncsu.edu
Biographical Sketch
John Begeny began his role as an Assistant Professor in the School Psychology Program in August, 2005. He received his B.S. in Psychology and English at Western Michigan University (2000), and completed his M.S. (2002) and Ph.D. (2005) in School Psychology at Syracuse University. John completed his pre-doctoral internship at the APA-accredited, Nebraska Medical Center—Munroe Meyer Institute. Prior to beginning at NCSU, John obtained a variety of clinical experiences (e.g., school psychologist intern in elementary schools and a medical hospital, classroom teacher for a private school, paraprofessional for a public school), and obtained these experiences with a variety of non-clinical and clinical populations (e.g., children with diagnosed learning disabilities, autism, and/or behavior disorders). Also, prior to beginning his role as Assistant Professor, John taught courses during seven different semesters and for three different universities/colleges in New York. He also supervised several graduate and undergraduate students in areas such as school-based assessment and direct intervention, and he received multiple awards for his teaching, research, and scholarship. John’s current research investigates (a) what types of reading interventions help students learn to read and become more fluent readers, (b) how we can better identify students with reading difficulties and monitor their progress when they receive intervention, and (c) how we can assure that teachers are able and willing to implement evidence-based instruction practices. John also has research and/or professional interests in the areas of educational policy and international education.
Education
• B.S. (2000) Western Michigan University (Majors: Psychology and
English; Minor: Philosophy)
• M.S. (2002) Syracuse University (School Psychology)
• Ph.D. (2005) Syracuse University (School Psychology)
Current Teaching
• PSY 200 – Introduction to Psychology
• PSY 491– Special Topics Course: The Psychology of Reading
• PSY 724– Psychological Interventions I
Current Research Interests
• Reading interventions, particularly with respect to reading fluency
• Direct Academic Assessment (e.g., curriculum-based measurement)
• Teacher training/staff development
Recent Publications
Begeny, J.C. & Martens, B.K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21, 262-285.
Begeny, J.C. & Martens, B.K. (2006). Assisting low-performing readers with a group-based reading fluency intervention. School Psychology Review, 35, 91-107.
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, 183-195.
Cooper, S., Valleley, R.J., Polaha, J., Begeny, J.C, & Evans, J.H. (2006). Running out of time: Physician management of behavioral health concerns in rural pediatric primary care. Pediatrics - Electronic Pages, 118, e132-e138.
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, 247-265.
Valleley, R.J., Begeny, J.C., & Shriver, M.D (2005). Collaborating with parents to improve children’s reading. Journal of Evidence-Based Practices for Schools, 6, 19-41.
Begeny, J.C., Daly, E.J., & Valleley, R.J. (in press). Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings. Journal of Behavioral Education.
Begeny, J.C., Eckert, T.L., Montarello, S., & Storie, M.S. (in press). 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.
Begeny, J.C. & Martens, B. K. (in press). Inclusionary education in Italy: A literature review and call for more empirical research. Remedial and Special Education.
Kalat, J. W. & Begeny, J. C. (in press). Contributions of biological psychology. In C. R. Reynolds and T. B. Gutkin (Eds.), The handbook of school psychology, Fourth Edition. New York: Wiley.
Lewandowski, L., Begeny, J.C., & Rogers, C. (in press). Word-list training: Computer versus tutor. Reading and Writing Quarterly.
Martens, B. K., Daly, E. J., III, Begeny, J. C., & VanDerHeyden, A. (in press). Behavioral approaches to education. In W. Fisher, C. Piazza, & H. Roane (Eds.), Handbook of applied behavior analysis. New York: Guilford.
Recent Presentations
Begeny, J., DiGennaro, F., Montarello, S., Arbolino, L., Martens, B., Eckert, T., Lewandowski, L., & Fiese, B. (July, 2006). Relationships between commonly used reading measures and suggestions for reducing the amount of time needed to screen for reading difficulties. Poster accepted at the International Society for the Study of Behavioral Development biennial conference. Melbourne, Australia.
Begeny, J., Valleley, R., Shriver, M. (July, 2006). Literacy development through parent-educator collaboration. Poster accepted at the International Society for the Study of Behavioral Development biennial conference. Melbourne, Australia.
Begeny, J. (July, 2006). Improving children’s literacy with a group-based reading fluency intervention. Poster accepted at the International Society for the Study of Behavioral Development biennial conference. Melbourne, Australia.
Begeny, J.C., Valleley, R.J., & Daly, E.J. (May, 2006). Using brief experimental analysis to identify an effective reading intervention: Exploring decision-making consistency over time. Poster presented at the Association for Behavior Analysis annual conference. Atlanta, GA.
Begeny, J.C. (May, 2006). Educators' in-service training in behavioral instruction practices and principles. Poster presented at the Association for Behavior Analysis annual conference. Atlanta, GA.
Begeny, J.C., Montarello, S., & Eckert, T.L. (March, 2006). Teachers’ judgments of their students’ reading fluency: Is direct assessment worth the time? Paper accepted at the National Association of School Psychologists annual conference. Anaheim, CA.
Valleley, R.J., Kunz, G., Johnson-Gros, K., & Begeny, J.C. (March, 2006). Preventing academic failure of children with disabilities through parent workshops. Poster accepted at the National Association of School Psychologists annual conference. Anaheim, CA.
