Vita--John Begeny--8.2014 - NC State University

Begeny: Curriculum Vita Last Modified: August, 2014

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Curriculum Vita John C. Begeny Home address: available upon request Business Address: North Carolina State University Raleigh, NC Department of Psychology Home/cell phone: available upon request 640 Poe Hall Office Phone: (919) 513-7950 Campus Box 7650 Office Fax: (919) 515-1716 Raleigh, NC 27695-7650 E-Mail: [email protected] Websites developed: www.ncsu.edu/project/johnbegeny (Research & projects website)

www.helpseducationfund.org (501(c)3 nonprofit organization I founded and direct) www.helpsprogram.org (HELPS Program website) www.sopaaforschools.org (Website offering free support for using SOPAA model)

Education and Professional Credentials 2011 • Licensed Psychologist and Health Services Provider Psychologist (HSP-P) • North Carolina Psychology Board • License Number: 4115 2005 • Ph.D., School Psychology • Syracuse University (APA Accredited Program) Dissertation: Evaluating the effects of a small-group intervention designed to improve students’ reading fluency 2002 • M.S., School Psychology • Syracuse University Thesis: Assessing teachers’ training in empirically validated instruction practices 2000 • B.S., Summa Cum Laude • Western Michigan University • Kalamazoo, Michigan Majors: Psychology English Minor: Philosophy

Money (Professional Donations and Professional Grants) I acknowledge my atypical categorization here, but because a significant amount of my professional work has been devoted to founding and (as a volunteer) directing a U.S. 501c3 education-based nonprofit organization called the Helps Education Fund, I begin this monetary section by summarizing professional giving, then proceed to grants received.

Professional Donations Provided by the Helps Education Fund (founded 2011) Financial donations refer to material and service donations that allow educators to better meet the needs of their students. The amounts listed are consistent with our accounting and federal tax reporting.

• 2011 fiscal year = $54,577 donated in materials and services • 2012 fiscal year = $69,196 donated in materials and services • 2013 fiscal year = $262,873 donated in materials and services


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• Total Amount donated by Helps Education Fund across 3 complete fiscal years - $386,646 Not included within the monetary amounts stated above, the Helps Education Fund also offers educators free access to downloadable intervention programs and professional development materials that are research-based. The number of educators who use these programs illustrates another type of giving and professional support that comes from the Helps Education Fund. • Number of schools/educators reportedly using at least one of our downloadable programs as of June 1, 2014 = 20,054

Grants Received

• Project Title: Using Community Engaged Scholarship to Examine the Usability and Feasibility of an Innovative Mathematics Assessment Program for Young Learners (Principal Investigator, $10,000); North Carolina State University; University Extension, Engagement, and Economic Development (2014-2015) • Project Title: Expanding the Metropolitan Organization of Volunteers Empowering Students (MOVES) Program (Director; $15,000); Caterpillar Foundation (2014-2015) • Project Title: Trastorno por Déficit de Atención con Hiperactividad y Dificultades en el Aprendizaje de la Lectura: Factores cognitivos y afectivo-motivacionales moduladores de la eficacia de la intervención; English translation: Attention Deficit Hyperactivity Disorder and Reading

Disabilities: Cognitive and Affective-motivational Factors Modulating the Efficacy of the Treatment. (Role: International Consultant; Principal Investigator: Manuel Soriano Ferrer, Professor at University of Valencia, Spain); €39.000 (~$50,000); Miniterio de Economía y Competitividad Plan Nacional de IDi Subprograma de Proyectos de Investigación Fundamental; (Funding period: 2013-2015) • Project Title: Project SPARK (Supporting Parental Activities for Reading with Kids): An Innovative Family-based Project Aimed to Improve Children’s Early Literacy Skills (Principal Investigator, $10,000); North Carolina State University; University Extension, Engagement, and Economic Development (2009-2010) • Project Title: Using Educational Technology to Improve Instruction with Future Educators ($1,380); North Carolina State University; College of Education (2009-2010) • Project Title: Development of a Curriculum-Based Early Numeracy Diagnostic Protocol: Assessing the Big Ideas in Beginning Mathematics (Co-principal Investigator with Dr. Scott Methe, $13,873); Society for the Study of School Psychology; Early Career Research Grant Program (2008-2009) • Teaching/Course Development Grant: Processes of Inquiry through Educational and Psychological Research ($5000+); North Carolina State University; First Year Inquiry Program, Fundamentals of Inquiry Grant (2008-2010) • Project Title: The Effects of Reading Fluency Interventions for Spanish-speaking Students in Latin America (Principal Investigator, $4,500); North Carolina State University; College of Humanities and Social Sciences, Scholarly Project Award (2007-2008) • Project Title: Strengthening North Carolina Students’ Reading Development with Evidencebased Instructional Practices (Principal Investigator, $10,000); North Carolina State University; University Extension, Engagement, and Economic Development (2006-2007) • Graduate Research Creative Project Grant (Principal Investigator, $1,000); College of Arts and Sciences, Syracuse University (Spring 2004) • Floyd Allport Research Grant (Principal Investigator, $750); Department of Psychology, Syracuse University (Fall 2003) • Mark and Pearl Clements Internship Grant ($2,000); Syracuse University (Spring 2001)


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Awards, Honors, and Scholarships • W. K. Kellog Foundation and C. Peter Magrath Community Engagement Exemplary Award (Nationally competitive award, inclusive of all professional disciplines, with each university and college in the U.S. being allowed to nominate one person or program); Award presented at the annual Engagement Scholarship Consortium Conference in Edmonton, Canada (2014) • Faculty Scholar Award with $50,000 professional supplement; North Carolina State University, with support from the SAS Institute (2013) • Selected by the NCSU College of Humanities and Social Sciences as the nominee for the 2012 Entrepreneur of the Year award; NCSU Office of Technology Transfer (2012) • Travel scholarship and invitation to attend the week-long workshops on Quasi-Experimental Design and Analysis in Education, hosted by the National Institute for Education Sciences (IES) and the Northwestern University Institute for Policy Research (2012) • My work with the HELPS reading program was selected by NC State University administrators as one of three exemplary projects across all NCSU faculty to be used in the university application for the U.S. President’s Higher Education Community Service Honor Roll. NC State’s overall application for this award, in competition with over 750 applications from other U.S. universities, went on to receive the country’s top honor for General Community Service (2012) (http://www.nationalservice.gov/about/initiatives/honorroll.asp) • Recipient of the 2010-2011 Alumni Outstanding Extension Service Award, University Alumni Association, North Carolina State University (2011) • Inducted into the Academy of Outstanding Faculty Engaged in Extension, North Carolina State University (2011) • Outstanding Extension Service Award, College of Humanities and Social Sciences, North Carolina State University (2011) • Recipient of the 2011 Opal Mann Green Engagement and Scholarship Award in recognition of the service and scholarship that occurs through a partnership with the Wake County Boys and Girls Club, North Carolina State University (2011) • Selected as a Community Engaged Faculty Fellow, Provost’s Office and Office of Professional Development, North Carolina State University (2011) • Recipient of the 2010 Ernest A. Lynton Citation for Distinguished Engaged Scholarship (2010); This nationally competitive award recognizes an early-career faculty member (across all academic disciplines) who demonstrates outstanding integration of community-engaged teaching, research, and service; the award is sponsored by the New England Resource Center for Higher Education (NERCHE) • Selected as one of seven Assistant Professors to participate in the Education and Discovery Grounded in Engaged Scholarship (EDGES) Program, Institute for Nonprofits, North Carolina State University (2009) • Nominated as Outstanding Teacher, College of Humanities and Social Sciences, North Carolina State University (2009) • Selected to participate in the School Psychology Research Collaboration Conference as an Early Career Scholar ($400 stipend), Society for the Study of School Psychology (2007) • Ted Bernstein Award (recognized as outstanding school psychology student), New York Association for School Psychologists (2004) • Outstanding Teaching Assistant Award, Graduate School of Syracuse University (2004) • Teaching Fellow Award, Graduate School of Syracuse University (2003) • Summer Institute Scholarship ($3,500), Morningside Academy, Seattle, WA (2001)


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• Eric Gardner Fellowship Award, Syracuse University (2000) • Graduate College Fellowship Award, Western Michigan University (2000) • Presidential Scholar Award, Western Michigan University, Selected by the psychology department as the 1999 outstanding undergraduate student of psychology (1999) • Introductory Physics Award, Western Michigan University, Recognized by physics department for obtaining highest grade percentage in an introductory physics class of approximately 300 students (1998) • Academic Achievement Scholarship, Western Michigan University (1997, 1998, and 1999)

Editorial Experience Editorial Board Member, Journal of Behavioral Education (2005 to present) Editorial Board Member, Journal of School Psychology (2007 to 2011) Editorial Board Member, Intnl Scholarly Rch Network for Education (2012 to 2013) Editorial Board Member, Psychology in the Schools (2011 to present) Editorial Board Member, School Psychology Forum (2010 to present) Editorial Board Member, School Psychology Review (2013 to present) Guest Action Editor, Journal of School Psychology (2007, 2008, 2009) Guest Action Editor, School Psychology Review (2011) Grant Reviewer, Social Sciences and Humanities Research Council (SSHRC; Canada’s federal research funding agency for the social sciences) (2014) Guest Reviewer, Assessment for Effective Intervention (2008, 2009, 2010, 2011, 2012) Guest Reviewer, Education and Treatment of Children (2006) Guest Reviewer, International Journal of Disability, Development and Education (2011) Guest Reviewer, Journal of Applied Behavior Analysis (2005, 2006, 2012) Guest Reviewer, Journal of Educational Psychology (2011, 2012) Guest Reviewer, Learning and Individual Differences (2009, 2010, 2011, 2013) Guest Reviewer, Oxford University Press Textbooks (2007) Guest Reviewer, Psychology in the Schools (2005, 2009, 2010) Guest Reviewer, School Psychology Review (2002, 2003, 2005, 2011, 2012) Guest Reviewer, School Psychology Quarterly (2014)

Articles, Book Chapters, Books, and Instructional Programs Note: Graduate students (bolded), undergraduate students (underlined), and community partners (*asterisk) are denoted to indicate student and community-based co-authors I worked with while employed at North Caroline State University.

Peer Reviewed Journal Articles Published and In Press Ross, S.G. & Begeny, J.C. (in press). 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. 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, 517533.


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Begeny, J.C., & Greene, D.J. (2014). Can readability formulas be used to successfully gauge difficulty of reading materials? Psychology in the Schools, 51, 198-215. Mitchell, C., & Begeny, J.C. (2014). Improving student reading through parents’ implementation of a structured reading program. School Psychology Review, 43, 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, 419–431. Begeny, J.C., Upright, J.J., Easton, J.E., Ehrenbock, C.A., & Tunstall, K.R. (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, 284-304. Begeny, J.C., Braun, L.M., *Lynch, H.L., *Ramsay, A.C., & Wendt, J.M. (2012). Initial evidence for using the HELPS reading fluency program with small instructional groups. School Psychology Forum: Research in Practice, 6, 50-63. 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, 134-149. Begeny, J.C., Yeager, A., & Martinez, R.S. (2012). Improving Spanish-speaking, Costa Rican, second-grade students’ reading fluency: Comparing small-group and individualized interventions. Journal of Behavioral Education, 21, 58-79. 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, 769-785. Begeny, J.C., Mitchell, R.C., Whitehouse, M.H., *Harris, C.F., & Stage, S.A. (2011). Effects of the HELPS reading fluency program when implemented by classroom teachers with low-performing second-grade students. Learning Disabilities Research & Practice, 26, 122-133. Methe, S.A., Begeny, J.C., & *Leary, L.L. (2011). Development of conceptually focused early numeracy skill indicators. Assessment for Effective Intervention, 36, 230-242. Ross, S.G., & Begeny, J.C. (2011). Promoting fluency in English-language learners: Comparing the effects of a small-group and one-on-one reading intervention. Psychology in the Schools, 48, 604-618. 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, 149-157. Begeny, J.C., Krouse, H.E., Groce, M.K., & Mann, C.M. (2011). Teacher judgments of students’ reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40, 23-38.


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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, 859-868. 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, 137-155. 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, 438–461. Begeny, J.C., Krouse, H.E., Ross, S.G., & Mitchell, R.C. (2009). Increasing elementary-aged students’ reading fluency with group-based interventions: A comparison of repeated reading, listening passage preview, and listening only strategies. Journal of Behavioral Education, 18, 211-228. Begeny, J.C., Eckert, T.L., Montarello, S., & *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, 43-55. Begeny, J.C. & Martens, B.K. (2007). Inclusionary education in Italy: A literature review and call for more empirical research. Remedial and Special Education, 28, 80-94. Martens, B.K., Eckert, T.L., Begeny, J.C., Lewandowski, L.J., DiGennaro, F.D., Montarello, S.A., Arbolino, L.A., Reed, D.D., & Fiese, B.H. (2007). Effects of a fluency-building program on the reading performance of low-achieving second and third grade students. Journal of Behavioral Education, 16, 39-54. Valleley, R. J., Polaha, J., Cooper, S. L., Evans, J. H., & Begeny, J.C. (2007). Behavioral health concerns raised by parents and physicians in rural primary care settings. Journal of Rural Mental Health, 31, 21-30. Begeny, J.C., Daly, E.J., & 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, 229-235. 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.


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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, 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. Lewandowski, L., Begeny, J.C., & Rogers, C. (2006). Word-recognition training: Computer versus tutor. Reading and Writing Quarterly, 22, 395-410. 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. Ervin, R.A., Fuqua, R.W., & Begeny, J.C. (2001). Reaffirming the importance of analysis in applied behavior analysis: A review of functional analysis of problem behavior: From effective assessment to effective support, Edited by A. C. Repp and R. H. Horner. Journal of Applied Behavior Analysis, 34, 255-267.

Books and Instructional Programs Published and In Press Begeny, J.C., Schulte, A.C., & *Johnson, K. (2012). Enhancing instructional problem solving: An efficient system for assisting struggling learners. New York: Guilford Press. 1

Begeny, J.C. (2012). Leamos para avanzar: Un programa de lectura para niños; Manual del instructor. (English translation: Let's read to advance: A reading program for children; Teacher’s Manual). Raleigh, NC: The Helps Education Fund. Retrievable from http://www.helpsprogram.org/programs_spanish.php

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Begeny, J.C., Herrera, H.R., *Mahrer, J.W., *Paez, E., Tsuen, H.Y., Mann, C.M., Cunningham, M.D., & *Aguirre-Burneo, C. (2012). Plan de estudios de Leamos para Avanzar (English translation: Reading curriculum for Let's Read to Advance). Raleigh, NC: The Helps Education Fund. Retrievable from http://www.helpsprogram.org/programs_spanish.php

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Begeny, J.C. (2009). Helping Early Literacy with Practice Strategies (HELPS): A one-on-one program designed to improve students’ reading fluency. Raleigh, NC: The Helps Education Fund. Retrievable from http://www.helpsprogram.org

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Begeny, J.C., *Mann, C.M., Cunningham, M.D., & Tsuen, H.Y. (2009). The Helping Early Literacy with Practice Strategies (HELPS) curriculum: Instructional passages developed for use with the HELPS Program. Raleigh, NC: The Helps Education Fund. Retrievable from http://www.helpsprogram.org

1 I did not transfer my rights to this book to a publishing company in order to continue offering this book free-of-charge to all educators (via the Helps Education Fund non-profit organization that I founded and continue to direct).


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Books Chapters Published and In Press Martens, B.K., Daly, E.J., Begeny, J.C., & VanDerHeyden, A. (2011). Behavioral approaches to education. In W. Fisher, C. Piazza, & H. Roane (Eds.), Handbook of applied behavior analysis. (pp. 385-401). New York: Guilford. Kalat, J.W. & Begeny, J.C. (2009). Contributions of biological psychology. In C. R. Reynolds and T. B. Gutkin (Eds.), The handbook of school psychology (4th ed.). (pp. 157-172). New York: Wiley. Eckert, T.L., McIntyre, L.L., DiGennaro, F.D., Arbolino, L.A., Perry, L.J., & Begeny, J.C. (2008). The transition to kindergarten for typically developing children: A literature review of current processes, practices, and programs. In D. H. Molina (Ed.), School psychology: 21st century issues and challenges. (pp. 235-252). Hauppauge, NY: Nova Sciences. Begeny, J.C. (1999). I’ll Stop Reading this Book, When I’ve Finished It. In. R. W. Malott, I’ll Stop Procrastinating. When I Get Around To It (3rd ed.). (pp. 3-4). Kalamazoo, MI: Western Michigan University.

Manuscripts Currently in Review for Journal Publication Begeny, J.C. (2014). Spanish reading interventions for Costa Rican students with significant reading deficits. Manuscript submitted for publication. Begeny, J.C., Whitehouse, M.H., Methe, S.A., Codding, R.S., Stage, S.A., & Neupert, S. (2014). Do intervention-embedded assessment procedures successfully measure student growth in reading? Manuscript submitted for publication.

Manuscripts in Preparation Begeny, J.C., Loehman, J., Levy, R., Rodriguez, K., Collins, A., *Bigelow, K., *Tsuen, H.Y. (2014). An experimental evaluation of structured but adaptable methods for documenting and improving interventionists’ implementation integrity. Manuscript in preparation. Begeny, J.C., Mitchell, R.C., & Whitehouse, M. (2014). Integrating a prompting procedure to improve teachers’ modeling of reading. An experimental analysis of the ‘icing on the cake’. Manuscript in preparation. Devaney, A.A., Begeny, J.C., Cook, C., & Haskett, M.E. (2014). Effects of a reading fluency intervention of middle school students attending a residential treatment center for youth with emotional and behavioral disorders. Manuscript in preparation. Vollmer, L.E., Begeny, J.C., & Ball., C. (2014). Preservice training in response to intervention (RTI): What are teacher education programs teaching? Manuscript in preparation.


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Professional Work Experience Associate Professor (fall 2011 – present); Assistant Professor (fall 2005 – spring 2011) North Carolina State University • Department of Psychology • Raleigh, NC Tenure-track position • August 2005 to present Current Program Chair: William Erchul, Ph.D.; Department Chair: Douglas Gillan, Ph.D. Founder and Executive Director of an Education-based Nonprofit Organization The Helps Education Fund (www.helpseducationfund.org) • Raleigh, NC Part-time voluntary position • January 2010 to present Duties: Direct and/or oversee all operations of the organization, such as (a) executing all decisions adopted by the organization’s Board of Directors; (b) managing contracts or other instruments on behalf of the organization; (c) generating, implementing, and overseeing the organization’s financial plan and activities associated with the plan (e.g., grant writing, fund raising, providing donations); (d) developing, facilitating, and/or supervising the organization’s charitable programs; (e) developing and maintaining affiliated websites; and (f) recruiting, hiring, and supervising organization employees and volunteers. Psychologist North Carolina State University Psycho-educational Clinic • Raleigh, NC Quarter-time/temporary position • December 2005 to 2011 Duties: Conduct comprehensive psycho-educational evaluations for children, adolescents, and adults; implement academic and behavioral interventions for children and adolescents; consult with parents and teachers in areas of academic and behavioral intervention and assessment Clinic Director: Patricia Collins, Ph.D. Classroom Teacher Morningside Academy • Seattle, WA Summer School Teaching Position • Summer 2006 Duties: In a classroom of 10-15 1st to 3rd grade students, taught reading lessons (primarily using direct instruction and fluency based reading activities) and evaluated student reading performance daily Supervisors: Kent Johnson, Ph.D. and Kris Melroe Psychologist Intern (Provisionally Licensed as Mental Health Practitioner in Nebraska) Munroe-Meyer Institute of the University of Nebraska Medical Center • Omaha, NE Full-time, one year position • July 1, 2004 to June 30, 2005 Primary duties: Provide outpatient assessment and psychological services (using primarily a behavior analytic model) for children, adolescents, and families at a rural outreach clinic and at home institute (Child clients include those with developmental and/or learning disabilities, as well as typically developing children) Primary Supervisors: Keith Allen, Ph.D. and Rachel Valleley, Ph.D.

Begeny: Curriculum Vita 10 Last Modified: August, 2014

School Psychologist Intern Lafayette School District • Lafayette, NY Part-time position (25-30 hours/week) • September 2003 to June 2004 In this position, I worked with a Ph.D. level school psychologist at the district’s K-6 elementary school (approximately 400 students), and served as the primary school psychologist at the K-8 Onondaga Nation School (approximately 100 students). In the latter school, 100% of the student population is Native American, as the school is located in the Onondaga Nation, a sovereign nation from the United States. Supervisors: Michelle Storie, Ph.D. and Lawrence Lewandowski, Ph.D. Project Coordinator for Research Grant Syracuse University • Syracuse, NY Graduate Assistantship Position • Summer 2002-Summer 2003 Supervisors: Brian K. Martens, Ph.D. and Tanya Eckert, Ph.D. Behavior Specialist Syracuse City School District • Syracuse, NY Practicum Position • Spring 2003 Duties: conducted functional assessments and brief experimental analyses for students referred with severe behavioral problems • received by-weekly supervision Supervisor: Brian K. Martens, Ph.D. Assistant to School Psychologist Morningside Academy • Seattle, WA Summer Internship Position • Summer 2001 Supervisor: Sue Malmquist, Ph.D. and Kent Johnson, Ph.D. Classroom Teaching Assistant Morningside Academy • Seattle, WA Summer Internship Position • Summer 2001 Duties: Taught reading lessons to a summer school classroom of 3rd-6th graders during a four-week summer school program • Teaching activities included direct instruction, monitoring and evaluating student reading progress, and facilitating comprehension activities • Received a minimum of weekly supervision Supervisors: Kent Johnson, Ph.D. and Kris Melroe Assistant to School Psychologist Syracuse City School District (Huntington School) • Syracuse, NY Pre-Practicum Position • Fall 2000-Summer 2001 Supervisors: Barbara Cohen, Ph.D. and Sean Jones, M.A. School Consultant Syracuse City School District (Huntington School) • Syracuse, NY Practicum Position • Spring 2001 Duties: Served as consultant for teachers who referred students for behavioral or academic difficulties • Used behavioral consultation model for conducting teacher interviews, assessing students and/or classrooms, and developing student and/or classroom interventions Supervisors: Brian Martens, Ph.D. and Sean Jones, M.A.


ABA Cooperative Bookstore Project Manager Association for Behavior Analysis • Kalamazoo, MI Part-time position • September 1999 to August 2000 Duties: Hired and managed 4 bookstore staff members and volunteers • Contacted and negotiated with publishing companies • Created and revised bookstore materials (e.g., contracts and informational materials for publishing companies, job aids and training manuals for staff, inventory process maps, and multi media screen shows to present bookstore data) • Managed on-site operations during annual convention • Developed 100-page job manual for Project Manager position Supervisor: Maria E. Malott, Ph.D. Student Tutor for Struggling K-8 Learners Western Michigan University • Department of Psychology • Project Help Part-time practicum position • Kalamazoo, MI • Spring 1999 Duties: Tutored children with learning disabilities in reading and math using a Direct Instruction model • Developed individualized reinforcement system Supervisors: Kathy Bertch and Howard E. Farris, Ph.D. Paraprofessional Kalamazoo Public Schools (Edison Elementary School) • Kalamazoo, MI Part-time position • Spring 1999-Summer 1999 Duties: Used Mathematics Direct Instruction model with eight 3rd grade low-achievers • Developed reinforcement program • Monitored student progress with CBM Supervisor: Andrew Piper, Ed.S. Lead Behavioral Counselor and Assistant Director The Salvation Army Day Camp for Children • Royal Oak, MI Full-time position • Summer 1999 Duties: Assisted in supervision of all counselors • Assisted in development of program activities for approximately 175 boys and girls (ages 5-12 years) • For 4 weeks, carried out administrative duties and decision making responsibilities for entire camp • Supervised and organized daily activities for group of 10-18 boys and girls Supervisor: Steve Diaz ABA Cooperative Bookstore Assistant Project Manager Association for Behavior Analysis • Kalamazoo, MI Part-time position • September 1998 to August 1999 Duties: Managed relevant projects and assisted in managing on-site operations during annual convention Supervisors: Jacalyn S. Smeltzer, M.A. and Maria E. Malott, Ph.D.

Behavior Technician/Applied Behavior Analyst for Children with Autism Croyden Avenue School • Pre Primary Impaired Classroom Part-time position • Spring 1998 Duties: Applied Discrete Trial Training with autistic-impaired pre-primary children • Skill assessment • Reinforcer assessment • Data analysis • Procedure writing and development Supervisors: Carmen Jonaitis and Richard W. Malott, Ph.D.


Behavioral Counselor The Salvation Army Day Camp for Children • Royal Oak, MI Full-time position • Summer 1997 and Summer 1998 Duties: Supervised and organized activities for groups of 10-18 children aged 7-12 Supervisor: Steve Diaz

Teaching Experience Assistant then Associate Professor North Carolina State University • Department of Psychology • Raleigh, NC Courses Taught: Undergraduate Level Courses • Introduction to Psychology—PSY 200 • Applied Psychology—PSY 312 (this course was also selected and awarded twice by the college to be part of a small number of pilot courses for the university’s attempt at a Maymester summer program for students) • Different Semester-long Special Topics (PSY491) Courses, including: o Applied Educational Research o Community Engaged Scholarship in Psychology and Education o Diversity and Privilege in the Context of U.S. Schools o Psychology of Reading • Community-based Applied Psychology—PSY 495 • Applied Research in Reading Interventions and Assessment—PSY 499 Graduate Level Courses • Psych. Interventions (Foundations in Applied Behavior Analysis)—PSY 724 • School Based Interventions Practicum—PSY 641 • Teacher Centered Services Practicum—PSY 841A • Family Interventions Practicum—PSY 841B Adjunct Instructor Lemoyne College • Syracuse, NY Courses Taught: • Research Methods in Psychology (a four credit-hour course due to additional laboratory requirements) • Fall 2003 and Spring 2004 • Introduction to Psychology • Spring 2003 Instructor Syracuse University, Summer Start Program Courses Taught: • Introduction to Psychology • Summer 2002 and Summer 2003 Adjunct Instructor Cazenovia College, Continuing Education Department • Cazenovia, NY Courses Taught: • Introduction to Psychology • Summer 2002, Fall 2002


Instructor for Incoming Graduate Student Teaching Assistants Syracuse University • The Graduate School • Summer 2003 Duties: Two-week training of 12 incoming national and international graduate teaching assistants • Led small group discussions about college teaching (e.g., diversity in the classroom, common teaching challenges) • Assisted with language assessments Supervisor: Stacey Tice, Ph. D. Teaching Assistant and Recitation Leader Syracuse University • Introduction to Psychology • Fall 2001, Spring 2002 Duties: Responsible for teaching four different 80-minute recitations sections each week • Taught portions of two 300-student lecture periods Supervisor: Lawrence Lewandowski, Ph.D. Teaching Assistant Western Michigan University • Psychology Department Part-time position • Spring 1999 and Fall 1999 Duties: Provided tutoring to students in both small groups and individually • Attended class meetings, proctored and processed exams Supervisors: Spring 1999: Matthew Normand, M.A., Cari Kerr, M.A., and Alan Poling, Ph.D.; Fall 1999: Amy Elliott, M.S., Lanai Jennings, and Alan Poling, Ph.D. Student Tutor Syracuse University • Office of Supportive Services • Fall 2003 to Spring 2004 Duties: Provided weekly individual and/or group-based tutoring and academic counseling to Syracuse University students identified as needing additional academic support • Tutoring was available for all undergraduate psychology courses Supervisor: Christopher Weiss, M.A.

Invited Presentations For all presentation references: Graduate students (bolded), undergraduate students (underlined), and community partners (*asterisk) are denoted to indicate student and communitybased co-authors I worked with while employed at North Caroline State University. In addition to the invited presentations cited below, I have also been invited and provided 18 other school-wide, state-wide, or region-wide workshops to assist educators with using programs offered by the Helps Education Fund (e.g., the SOPAA model, HELPS Programs, Project SPARK, MOVES, etc.). Presentations cited below are representative examples. Begeny, J.C. (November, 2014). Using an efficient system for assisting struggling learners. Invited workshops planned for that Indiana Association of School Psychologists annual conference. Indianapolis, IN. Begeny, J.C. (April, 2014). Leadership and community engagement for sustainable change. Keynote speech presented for the National Residence Hall Honorary (i.e., university student-leaders). Raleigh, NC. Begeny, J.C. (January, 2014). Improving reading skills with HELPS programs. Invited workshop presented at the Illinois School Psychology Assoc annual conference. Springfield, IL.


Begeny, J.C. (January, 2014). Overviews of the HELPS Programs, the Helps Education Fund, and recent research on readability formulas. Invited half-day presentation to North Carolina’s team of 10 state-level and regional literacy administrators/consultants, North Carolina Department of Public Instruction. Raleigh, NC. Begeny, J.C. (October, 2013). Implementation of the Leamos para Avanzar and HELPS Programs. Invited workshop for Rochester City School District. Rochester, NY. Begeny, J.C. (October, 2013). Enhancing instructional support for students: And introduction to the SOPAA model. Invited workshop presented at the Response to Intervention (RTI) Best Practices Institute’s annual meeting. Wilmington, NC. Begeny, J.C. (October, 2013). Implementing the HELPS program with small groups (HELPSSG). Invited workshop presented at the Response to Intervention (RTI) Best Practices Institute’s annual meeting. Wilmington, NC. Begeny, J.C. (September, 2012). Enhancing the pyramid of interventions system for assisting struggling learners in reading, math, and writing. Invited workshop presented at the Practical, Proven, and Effective Interventions conference hosted by SSTAGE and the Georgia Department of Education. Dublin, GA. Begeny, J.C. (September, 2012). HELPS: A research-verified reading fluency intervention. Invited workshop presented and the Practical, Proven, and Effective Interventions conference hosted by SSTAGE and the Georgia Department of Education. Dublin, GA. Begeny, J.C., & *Socie, D. (June, 2012). Using the HELPS programs. Invited workshop presented in the Los Angeles Unified School District, Los Angeles, CA. Begeny, J.C., & *Tsuen, H.Y. (May, 2012). Using the HELPS programs. Invited workshop presented in the Hillsborough County, FL schools. Tampa, FL. Begeny, J.C., & *Tsuen, H.Y. (March, 2012). Improving reading skills with the HELPS program. Invited workshop presented at the North Carolina Reading Association annual conference. Raleigh, NC. Begeny, J.C. (March, 2012). Enhancing your system for assisting struggling readers. Invited paper presented at the North Carolina Reading Association annual conference. Raleigh, NC. Begeny, J.C., *Chvtal, J., *Krouse, H., Mitchell, R.C., & *Tsuen, H.Y. (March, 2012). Implementingthe HELPS one-on-one program. Invited district-wide workshop, Wake County Public School System, Raleigh, NC. Begeny, J.C. (November, 2011). Reading fluency: What is it, why is it important, and how do you teach it? Invited workshop presented at the Departamento de Psicología Evolutiva y de la Educación (Department of Developmental and Educational Psychology), Universidad de Valencia (University of Valencia). Valencia, Spain.


Begeny, J.C. (November, 2011). Improving students’ reading skills with the HELPS program. Invited workshop presented at the presented at Oficina de Psicologia (Office of Psychology), Lisbon, Portugal. Begeny, J.C. (October, 2011). How to use the HELPS reading programs. Invited (regionally represented) workshop, West Clayton Elementary School, Calyton, NC. Begeny, J.C. (May, 2011). Literacy development and using the HELPS Program at the high school level. Invited workshop, Kelvyn Park High School, Chicago Public Schools, Chicago, IL. Begeny, J.C. (April, 2011). Assembling the pieces: Incorporating leadership and relationships in addressing the needs of struggling learners. Invited presentation as part of NCSU Park Scholars’ Annual Workshop Series. Winston-Salem, NC. Begeny, J.C. (February, 2011). Improving students’ reading skills with the HELPS program. Invited paper (and documented session) presented at the National Association of School Psychologists annual conference. San Francisco, CA. Jaeger, A., Schroeder-Moreno, M., Begeny, J.C., & Grimmett, M.A. (February, 2011). Integrating research, teaching & service as a junior faculty member. Invited presentation and panel speaker for the NCSU Preparing the Professoriate seminar series. Raleigh, NC. Begeny, J.C., Mitchell, R.C., Ross, S.G., Greene, D.J., & Tsuen, H.Y. (October, 2010). Implementing the Helping Early Literacy with Practice Strategies (HELPS) reading program. Invited workshop presented at the North Carolina School Psychology Association annual conference. Asheville, NC. Begeny, J.C., Parkins, L., Schroeder-Moreno, M., & Jaeger, A. (October, 2010). Community engaged teaching and learning. Invited presentation and panel speaker for the NCSU Office of Faculaty Development workshop series. Raleigh, NC. Begeny, J.C. (September, 2010). Implementing the Helping Early Literacy with Practice Strategies (HELPS) reading program. Invited workshop presented at the Response to Intervention (RTI) Best Practices Institute’s annual meeting. Wilmington, NC. Begeny, J.C. (August, 2010). Programs of engagement. Invited presentation and panel speaker at the NCSU New Faculty Orientation (Chair: Dr. James Zuiches). Raleigh, NC. Begeny, J.C., Greene, D.J., Leary, L., Luu, L., & *Osbeck, K. (April, 2010). Developing the HELPS reading program with student and community partnerships. Invited poster, presented as part of NCSU’s Extension, Engagement, and Economic Development Awards Ceremony. Raleigh, NC. Begeny, J.C. (March, 2010). Using community engaged scholarship to improve children’s early literacy skills. Invited speaker, presented as part of NCSU’s Extension, Engagement, and Economic Development Guest Speaker Series. Raleigh, NC. Begeny, J.C. (March, 2010). Practical strategies for improving and monitoring students’ early reading skills. Full-day workshop presented at the National Association of School Psychologists annual conference. Chicago, IL.


English, C.L., Begeny, J.C., Najdowski, A.C., Whelan, R., & Chair: J. Gallinat. (May, 2006). Professional development series: Advice from the recently hired. Invited panelist at the Association for Behavior Analysis annual conference. Atlanta, GA. Begeny, J.C. (October, 2005). Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Invited workshop presented for educators in Lancaster County School District. Lancaster, SC. Begeny, J.C. (August, 2005). Developing early literacy. Workshop presented for educators in Lancaster County School District. Lancaster, SC. Begeny, J.C. (August, 2003). Assessment of student learning in the college classroom. Invited speaker at the Syracuse University Graduate Teaching Assistant Annual Orientation. Syracuse, NY.

International, National, and Regional Presentations and Workshops Begeny, J.C. (February, 2014). Using an efficient system for assisting struggling learners. Miniskills workshop presented at the National Association of School Psychologists annual conference. Washington, DC. Begeny, J.C. (February, 2014). Addressing injustices that result from ineffective or inefficient intervention-based systems within schools. In C. Mule (Chair), Social justice theory into practice: Strategies for school psychologists. Symposium presented at the National Association of School Psychologists annual conference. Washington, DC. Soriano-Ferrer, M., Félix-Mateo, V., & Begeny, J. C. (November, 2013). Executive function domains among children with ADHD: Do they differ between parents’ and teachers’ ratings? Paper presented at the International Conference on Intercultural Education; Education and Health: From a Transcultural Perspective. Almería, Spain. (Presentation also published in ICIE conference proceedings) Begeny, J.C., Herrera, H., & Aguirre-Burneo, C. (October, 2013). Improving students’ spanish reading fluency: Research and development of the Leamos para Avanzar program. Paper presentated at the Association for Behavior Analysis international conference. Merida, Mexico. Begeny, J.C., Loehman, J., Levy, R., Rodriguez, K., Collins, A., Bigelow, K., Tsuen, H.Y. (October, 2013). Structured but adaptable methods for documenting and improving interventionists’ implementation integrity. Poster presented at the Association for Behavior Analysis international conference. Merida, Mexico. Begeny, J.C. (May, 2013). Using ABA to enhance the efficiency and effectiveness of academic interventions in schools. Workshop presented at the Association for Behavior Analysis annual conference. Minneapolis, MN.


Begeny, J.C., Easton, J.E., Upright, J.J., Osbeck, K.R., & Ehrenbock, C.A. (May, 2013). Psychometrics and functionality of materials and procedures for monitoring implementation integrity of an academic intervention. Paper presented at the Association for Behavior Analysis annual conference. Minneapolis, MN. Begeny, J.C., & Yeager, A. (May, 2013). Interventions for third-grade spanish speaking students with significant reading difficulties. Poster presented at the Association for Behavior Analysis annual conference. Minneapolis, MN. Krishnasami, M., Bigelow, K.,* Bennetone, A., Levy, R., Loehman, J., & Begeny, J. (October, 2012). A case study evaluation of elementary-aged students using the HELPS reading program with younger students. Poster presented at the North Carolina School Psychology Association annual conference. Sunset Beach, NC. Begeny, J.C., Braun, L.M., Wendt, J.M., *Lynch, H.L., & *Ramsay, A.C. (February, 2012). Improving reading fluency with a small group intervention program. Paper presented at the National Association of School Psychologists annual conference. Philadelphia, PA. Begeny, J.C., & Schulte, A.C. (February, 2012). Systems-level academic consultation for use with or without RTI. Paper presented at the National Association of School Psychologists annual conference. Philadelphia, PA. Whitehouse, M.H., & Begeny, J.C. (February, 2012). Using CBM progress monitoring and reading intervention simultaneously. Paper presented at the National Association of School Psychologists annual conference. Philadelphia, PA. Begeny, J.C. (November, 2011). Improving student reading outcomes in English or Spanish with a 10-Minute reading fluency intervention: Implications for teacher training, classroom instruction, and international collaboration. Paper presented at the International Conference of Education, Research, and Innovation. Madrid, Spain. (Presentation also published in ICERI conference proceedings) Begeny, J.C., Herrera, H., & Aguirre-Burneo, C. (November, 2011). Improving education through university-community partnerships and community engaged scholarship, and the implications for national and international cooperation. Poster presented at the International Conference of Education, Research, and Innovation. Madrid, Spain. (Presentation also published in ICERI conference proceedings) Begeny, J.C., Herrera, H., Aguirre-Burneo, C., & Yumiseva, M.L. (November, 2011). Cost and time efficient methods for improving students’ reading fluency in English or Spanish: Research and development of the HELPS reading program. Paper presented at the Association for Behavior Analysis international conference. Granada, Spain. Begeny, J.C., Johnson, K., & Schulte, A.C. (November, 2011). Using principles of applied behavior analysis to develop a new model of systems-level academic consultation for schools. Poster presented at the Association for Behavior Analysis international conference. Granada, Spain. Begeny, J.C. (March, 2011). Improving reading skills with the HELPS program. Workshop presented at the North Carolina Reading Association annual conference. Raleigh, NC.


Begeny, J.C. (March, 2011). An introduction to the HELPS reading program. Paper presented at the North Carolina Reading Association annual conference. Raleigh, NC. Begeny, J.C., Greene, D.J., *Osbeck, K., Luu, L., & *Leary, L., *Hitchcock, A. (February, 2011). Research and development of the HELPS program using community-engaged scholarship. Paper presented at the National Association of School Psychologists annual conference. San Francisco, CA. Begeny, J.C., Lynn, A.E., Laugle, K.M., & Krouse, H.E. (February, 2011). Altering instructional delivery options: Does instructional intensity increase instructional effectiveness? Poster presented at the National Association of School Psychologists annual conference. San Francisco, CA. Greene, D.J., Begeny, J.C., Ross, S.G., Whitehouse, M.H., & Mitchell, R.C. (February, 2011). HELPS reading fluency program with Latino, English language learners. Paper presented at the National Association of School Psychologists annual conference. San Francisco, CA. Easton, J., Greene, D.J., Herrera, H. Shajith, B., Mitchell, R.C., & Begeny, J.C. (October, 2010). SPARK: Supporting parents’ activities for reading with kids. Poster presented at the North Carolina School Psychology Association annual conference. Asheville, NC. Jaeger, A., Jameson, J., Clayton, P., & Begeny, J. (October, 2010). EDGES learning community: Institutionalizing democratic engagement through cohort-based professional development. Paper presented at the National Outreach Scholarship Conference. Raleigh, NC. Parkins, L., Jaeger, A., Blanchard, L., & Begeny, J. (October, 2010). Competency-based faculty development as an approach to sustain engaged scholarship. Paper presented at the National Outreach Scholarship Conference. Raleigh, NC. Begeny, J.C., *Blanton, M., Mitchel, R.C., Tsuen, H.Y., & *Leary, L. (August, 2010) Implementing the HELPS one-on-one and small group programs. Regional workshop presented as part of the HELPS Education Fund’s professional development initiative for parents and educators. Raleigh, NC. Ross, S.G. & Begeny, J. C. (May, 2010). Using single-subject experimental designs: A historical and contemporary analysis. Paper presented at the Association for Behavior Analysis annual conference. San Antonio, TX. Begeny, J.C. Laugle, K.M., Krouse, H.E., Lynn, A.E., Tayrose, M.P., & Stage, S.A. (March, 2010). A control-group comparison of two reading fluency programs. Paper presented at the National Association of School Psychologists annual conference. Chicago, IL. Begeny, J.C., Yeager, A., *Talling, J., & Truschel, H. (March, 2010). Improving Spanish speaking students’ reading fluency: A comparison of interventions. Poster presented at the National Association of School Psychologists annual conference. Chicago, IL. Begeny, J.C. (February, 2010). New directions in reading fluency: Research and development with the Helping Early Literacy with Practice Strategies (HELPS) program. Paper presented at the Pacific Coast Research Conference annual conference. Coranado, CA.


Begeny, J.C. (February, 2010). Effects of the Helping Early Literacy with Practice Strategies (HELPS) reading fluency program when implemented at different frequencies. Poster presented at the Pacific Coast Research Conference annual conference. Coranado, CA. Begeny, J.C., Whitehouse, M.H., Ross, S.G., Mitchell, R.C., & *Lynch, H. (October, 2009). Strategies for improving and monitoring students’ early reading skills. Workshop presented at the North Carolina School Psychology Association annual conference. Raleigh, NC. Cook, C.R., Jimerson, S., & Begeny, J.C. (July, 2009). Predicting the presence of school psychology: An international, comparative investigation testing four theories. Paper presented at the International School Psychology Association annual conference. Malta. Begeny, J.C., Hier, B.. Bartel, C., & Martin, P. (May, 2009). Effects of a reading fluency intervention program for at-risk students attending an after-school program. Poster presented at the Association for Behavior Analysis annual conference. Phoenix, AZ. Begeny, J.C., Krouse, H.E. Groce, K., *Mann, C., & *Buchanan, H. (May, 2009). Teacher judgments versus actual student behavior: A description of three recent studies examining reading behaviors. Paper presented at the Association for Behavior Analysis annual conference. Phoenix, AZ. Ross, S.G., Begeny, J.C., Krouse, H.E., Mitchell, R.C. (May, 2009). An examination of smallgroup reading fluency interventions and using innovative analyses with single-case design methodology. Paper presented at the Association for Behavior Analysis annual conference. Phoenix, AZ. Ross, S.G., Koenig, E.A., Tsuen, H.Y., & Begeny, J.C. (May, 2009). Promoting literacy with English language learners: Comparing a small-group and one-on-one reading intervention. Poster presented at the Association for Behavior Analysis annual conference. Phoenix, AZ. Tsuen, H.Y., Ross, S.G., & Begeny, J.C. (May, 2009). Relative effects of two reading interventions aimed to improve English language learners’ fluency and vocabulary. Poster presented at the Association for Behavior Analysis annual conference. Phoenix, AZ. Dahir, A., Godbold, E., LeBlanc, L., Libster, L., Vance, M., & Ball, A.E.; Discussant: Begeny, J.C. (February, 2008). Empirically-validated classroom-based interventions: Going beyond reading. Symposium presented at the National Association of School Psychologists annual conference. New Orleans, LA. Mitchell, R.C., Begeny, J.C., Whitehouse, M. (February, 2008). A comparison of motivational procedures in two small-group reading fluency interventions. Poster presented at the National Association of School Psychologists annual conference. New Orleans, LA.

Ross, S.G., Begeny, J.C., Robinson, J.B., *Harris, C.F. (February, 2008). Effects of varied duration and participant groupings on reading fluency. Poster presented at the National Association of School Psychologists annual conference. New Orleans, LA.


Begeny, J.C., Ardoin, S.P., Groce, K., & Krouse, H.E. (May, 2007). The impact of offering rewards when assessing students’ reading fluency: A between-subjects experimental comparison. Poster presented at the Association for Behavior Analysis annual conference. San Diego, CA. Begeny, J.C., Miller, V., & Baker, E. (May, 2007). The influence of asking students to comprehend what they read before an oral reading fluency assessment. Poster presented at the Association for Behavior Analysis annual conference. San Diego, CA. *Buchanan, H. & Begeny, J.C. (March, 2007). The impact of assessment administration on teachers’ judgments of students’ early literacy skills. Poster presented at the National Association of School Psychologists annual conference. New York, NY. Begeny, J.C., Daly, E.J., & Valleley, R.J. (March, 2007). Improving oral reading fluency through response opportunities: A comparison of interventions. Poster presented at the National Association of School Psychologists annual conference. New York, NY. Begeny, J.C., 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 presented at the International Society for the Study of Behavioral Development biennial conference. Melbourne, Australia. Begeny, J.C., Valleley, R.J., Shriver, M. (July, 2006). Literacy development through parenteducator collaboration. Poster presented at the International Society for the Study of Behavioral Development biennial conference. Melbourne, Australia. Begeny, J.C. (July, 2006). Improving children’s literacy with a group-based reading fluency intervention. Poster presented 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 presented 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 presented at the National Association of School Psychologists annual conference. Anaheim, CA.


Begeny, J.C. (September, 2005). Evaluating and improving elementary-aged students’ reading fluency in the classroom: Recent research and future directions in teacher education. Paper presented at the Center for Research, Evaluation and Advancement of Teacher Education annual conference. San Antonio, TX. Begeny, J.C. & Eckert, T.L. (July, 2005). Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Poster presented at the International School Psychology Association annual conference. Athens, Greece. Begeny, J.C. & Martens, B.K. (July, 2005). Inclusionary education in Italy: A literature review and call for more empirical research. Poster presented at the International School Psychology Association annual conference. Athens, Greece. Begeny, J.C. (May, 2005). A comparison of generalized reading fluency gains on high versus low word overlap passages. Poster presented at the Association for Behavior Analysis annual conference. Chicago, IL. Begeny, J.C. & Silber, J. (May, 2005). The effects of a group-based reading intervention on students’ academic engaged time. Poster presented at the Association for Behavior Analysis annual conference. Chicago, IL. Silber, J. & Begeny, J.C. (May, 2005). A comparison of three group-based reading fluency interventions. Poster presented at the Association for Behavior Analysis annual conference. Chicago, IL. Begeny, J.C. & Martens, B.K. (April, 2005). Assisting low-performing readers with a flexible grouping intervention. Paper presented at the National Association of School Psychologists annual conference. Atlanta, GA. Begeny, J.C. & Silber, J. (April, 2005). The differential effects of four group-based reading fluency intervention packages. Poster presented at the National Association of School Psychologists annual conference. Atlanta, GA. Begeny, J., Cooper, S., Valleley, R., & Polaha, J. (April, 2005). The worth or worthlessness of psychologists in primary care settings: An examination of parental concerns and physician responses. Poster presented at Nebraska Psychological Association’s annual conference. Lincoln, NE. Eckert, T.L., Arbolino, L.A., Begeny, J.C., DiGennaro, F.D., Montarello, S.A., Martens, B.K. et al. (August, 2004). Improving the oral reading fluency skills of elementary-aged students. Poster presented at the American Psychological Association annual conference. Honolulu, Hawai. Eckert, T.L., Montarello, S.A., DiGennaro, F.D., Arbolino, L.A., Begeny, J.C., Martens, B.K. et al. (August, 2004). Examining the endurance of oral reading skills among elementaryaged students. Poster presented at the American Psychological Association annual conference. Honolulu, Hawai.


Begeny, J.C., DiGennaro, F.D, Arbolino, L.A., Montarello, S., Martens, B.K., Eckert, T.L., et. al. (May, 2004). The read-a-buck after school reading program: Generalization outcomes from a fluency-based reading intervention. Poster presented at the Association for Behavior Analysis annual conference. Boston, MA. Begeny, J.C. & Martens, B.K. (May, 2004). An assessment of teachers' college training in behavioral instruction practices. Paper presented at the Association for Behavior Analysis annual conference. Boston, MA. Martens, B.K., Eckert, T.L., Lewandowski, L.J., Fiese, B.H., Begeny, J.C., DiGennaro, F.D., et al. (May, 2004). The read-a-buck after-school program: A community research initiative. In M.M. Mueller (Chair), Behavioral school psychology: Training programs and current research. Symposium presented at the Association for Behavior Analysis annual conference. Boston, MA. Montarello, S., DiGennaro, F.D. Arbolino, L.A., Begeny, J.C., Martens, B.K., Eckert, T.L., et al. (May, 2004). Read-a-buck: Endurance effects of a fluency-based after school reading program. Poster presented at the Association for Behavior Analysis annual conference. Boston, MA. Begeny, J.C., Gibson, H., & Dunn, S. (May, 2004). Critical issues in college teaching. Minnowbrook Preparing Future Faculty Conference, Blue Lake, NY. Arbolino, L.A., DiGennaro, F.D., Begeny, J.C., & Panahon, C. (April, 2004). Research, training, and service delivery: An analysis of the trends in four school psychology journals. Poster presented at the National Association of School Psychologists annual conference. Dallas, TX. Rosenblatt, M., Lannie, A., DiGennaro, F.D., Eckert, T.L., Arbolino, L.A., Begeny, J.C. et al. (April, 2004). Improving kindergarten transition efforts: A home-school collaborative model. Paper presented at the National Association of School Psychologists annual conference. Dallas, TX. Begeny, J.C., Buchler, N., Kleinmann, A.E., Leader, T., Lee, S., Neal, D.J., et al. (November, 2003). Does music have charms to soothe the demented breast? A meta-analytic integration of music therapy for dementia. Poster presented at the Gerontological Society of America’s annual conference. San Diego, CA. Begeny, J.C., Kleinmann, A.E., Rosenblatt, M., Kernahan, C.L., & Eckert, T.L. (August, 2003). Examining the effects of gender and SES level in elementary students’ math computational skills. Poster presented at the American Psychological Association annual conference. Toronto, Ontario, Canada. Lewandowski, L., Rogers, C , & Begeny, J.C. (August, 2003). Word-list training: Computer versus tutor. Poster presented at the American Psychological Association annual conference. Toronto, Ontario, Canada. Begeny, J.C. & Johnson, K. (April, 2003). Identifying essential components for successful educational outcomes: An examination of a school's exemplary educational environment. Paper presented at the National Association of School Psychologists annual conference. Toronto, Ontario, Canada.


Begeny, J.C., Kernahan, C.L., Montarello, S., & Kleinmann, A.E. (March 2003). An assessment of reading teachers’ training in behavioral instruction practices: Understanding psychology as it pertains to reading and education. Poster presented at the Eastern Psychological Association annual conference. Baltimore, MD. Kleinmann, A., Tighe, A., Rosenblatt, M., Rogers, C., Begeny, J., Rosenthal, B., Kernahan, C., Montarello, S., & Arbolino, L. (2003, March). Exploratory analysis of rapid naming and processing speed in college students. Poster presented at the Eastern Psychological Association annual conference. Baltimore, MD. Begeny, J.C., Kleinmann, A.E., Kernahan, C.L., Montarello, S., Rosenthal, B., & Arbolino, L. (March, 2002). Affiliation and gender patterns in school psychology publications. Poster presented at the Eastern Psychological Association annual conference. Boston, MA. Kleinmann, A.E., Kernahan, C.L., Begeny, J.C., & Schum, J.L. (March, 2002). Self-Efficacy for Academic Strategies Scale: A psychometric evaluation. Paper presented at the National Association of School Psychologists annual conference. Chicago, IL. Smeltzer, J.S., Malott, M.E., Sikora, D., Begeny, J.C., & Bortoglio, L. (March, 1999). Application of human performance technology to a small business: The Association of Behavior Analysis Bookstore. Poster presented at the International Society for Performance Improvement annual conference. San Francisco, CA.

Sample of Local and Community Presentations and Workshops Begeny, J.C. (August, 2014). Community engaged scholarship as an integrated faculty role. Invited chair and presenter for New Faculty Orientation at NCSU. Raleigh, NC. Begeny, J.C. Bullock, K., & Friend, C. (April, 2014). Preparing for and teaching Maymester at NCSU. Invited panelist for faculty development seminar on univ teaching. Raleigh, NC. Begeny, J.C., Hathorn, K., & Samuelson, C. (November, 2013). Complex issues surrounding parents’ choice when sending a child to school. Invited pantelists for discussion with the community, hosted by Parents for Educational Freedom in North Carolina. Raleigh, NC. Begeny, J.C. (April, 2010). Continuing to support your child’s reading at home: An introduction to the HELPS Program. Workshop presented for parents of first grade students at-risk for reading difficulties. Raleigh, NC. Begeny, J.C. (February, 2010). Project SPARK (Supporting Parents’ Activities for Reading with Kids. Workshop presented for parents of first grade students at-risk for reading difficulties. Raleigh, NC. Begeny, J.C. (November, 2008). Improving students’ reading with the Helping Early Literacy with Practice Strategies (HELPS) Program. A series of workshops presented for community volunteers working in an after-school program for economically underprivlidged students. Raleigh, NC.


Begeny, J.C. (April, 2008). Simple strategies for at-home reading. Workshop presented for parents of kindergarten students at-risk for reading difficulties. Clayton, NC. Begeny, J.C. (March, 2008). The roots of reading. Workshop presented for parents of kindergarten students at-risk for reading difficulties. Clayton, NC. Begeny, J.C. & Erchul, W.P. (March, 2008). International training, research, and collaboration: A description of recent experiences and potential opportunities in Central and South America. Paper presented for NCSU Psychology Department. Raleigh, NC. Begeny, J.C. (August through October, 2007). Improving students’ reading ability with a brief, fluency-based intervention. A series of four workshops presented for first and second grade teachers at West Clayton Elementary School. Clayton, NC. Begeny, J.C. (February, 2007). Information and findings from the spring 2006 NCSU reading program. Paper presented for teachers at West Clayton Elementary School. Clayton, NC. Begeny, J.C. (March, 2006). Finding the right book for your child and strategies for at-home reading. Workshop presented for parents of kindergarten students at-risk for reading difficulties. Raleigh, NC. Begeny, J.C. (February, 2006). The roots of reading. Workshop presented for parents of kindergarten students at-risk for reading difficulties. Raleigh, NC. Begeny, J.C. (March, 2005). Monitoring your child’s academic progress at home. Workshop presented for parents at the Supporting Students with Dissabilities Workshop Series. Plattsmouth, NE. Begeny, J.C. (March, 2005). Behavioral health concerns raised in rural pediatric primary care. Paper presented at Munroe Meyer Institute’s ‘Outreach Mental Health Services for Rural Communitites’ bi-monthly meeting. Omaha, NE. Begeny, J.C. & Valleley, R.J. (October, 2004). Toward a better understanding and working relationship with Latino/Hispanic individuals and families. Paper presented at LEND Training Seminar, University of Nebraska Medical Center. Omaha, NE. Begeny, J.C. (August, 2004). Common pediatric sleep problems and related evidenced-based interventions. Workshop presented for pediatricians and nursing staff at the Hastings Children and Adolescent Health Clinic. Hastings, NE. Valleley, R.J. & Begeny, J.C. (August, 2004). Toileting, sleeping, and eating: Three daily common problems. Workshop presented for city daycare staff. Hastings, NE. Begeny, J.C. (May, 2004). Monitoring students’ progress with the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Two-part workshop presented to teachers in the LaFayette Central School District. LaFayette, NY. Begeny, J.C. (April, 2003). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. In Gary Stoner (Chair), Syracuse University student symposium. Symposium conducted at the School Psychology Brown Bag Series of Professional Development. Syracuse, NY.


Begeny, J.C. (November, 2001). A school unlike any other and one of the tools that built it: A brief overview of the Morningside Academy and the standard celeration chart. Workshop presented at the School Psychology Brown Bag Series of Professional Development. Syracuse, NY.

University and Community Service • Chair and Committee Member for graduate student research, Department of Psychology, North Carolina State University; Chair for 10 students; Committee Member for 6 students (2007 to present) • Member of Awards Selection Committee for the Opal Mann Green Engagement and Scholarship Award (2012 to present) • Member of the Intellectual Entrepreneurship Working Group, NCSU College of Humanities and Social Sciences (2012 to present) • Community Engaged Faculty Mentor (to support NCSU faculty of various disciplines in their efforts to integrate teaching, research, and service (2011 to present) • Mentor for early career school psychologists, National Association of School Psychologists (NASP) (2009 to present) • Faculty Mentor, Initiative for Maximizing Student Diversity (IMSD), North Carolina State University and the National Institute for Health (Fall 2009 to present, with 4 students) • Faculty Mentor, Alliances for Graduate Education and the Professoriate (AGEP), North Carolina State University and the National Institute for Health (2008 to present, with 3 students) NOTE: Both IMSD and AGEP are nationally funded programs designed to increase the number of students from underrepresented groups receiving doctoral degrees and entering the professoriate in science, technology, engineering, mathematics, and social sciences. • Member, Advisory Board for International Study Abroad Programs, College of Humanities and Social Sciences, North Carolina State University (2009 to present) • Committee Member for faculty job search in school psychology (2014) • Member, School Psychology Curriculum Re-development Committee, North Carolina State University (2008 to 2010) • Member, Advisory Board for International Studies Undergraduate Major and Minor, North Carolina State University (2008 to present) • Consultant and Advisory Board Member for The Star Center, School for Children with Autism, Melbourne, FL (2008 to 2009). • Member, School Psychology Faculty Search Committee, North Carolina State University (2007 to 2008) • Representative for NCSU Psychology Department to attend North Carolina Undergraduate Psychology Conference (2007 to present) • Consultant for special education literacy improvement initiative, Lancaster County School District, Lancaster, SC (2005) • Member of Selection Committee for Syracuse University 2004 – 2005 Teaching Fellows, Graduate School of Syracuse University (January to March 2004) • Member of Bridges Program: a program designed to facilitate the interaction of Native American students with non-Native American students living in the same school district, Lafayette School District (September 2003 June 2004)


• Personal Tutor and Mentor for Undergraduate Psychology Major: Provided individual tutoring for three different psychology courses, Syracuse University (Fall 2002 to Fall 2003) • Student member for departmental committee on graduate student teaching and faculty mentoring (Fall 2002) • Mentor for Undergraduate Teacher Intern, Syracuse University (Spring 2002) • Judge for Annual Undergraduate Poster Conference, Syracuse University (Spring 2002) • Graduate Coordinator for a group in the Medallion Project for Improving Teaching Skills, Syracuse University, Psychology Department (Spring 2001) • Conducted review sessions for undergraduate students preparing to take the GRE, Syracuse University (Fall 2001) • Chair and Founder of Educational Enhancement Committee, Psi Chi, Western Michigan University (Fall 1999) • Little League Baseball Coach, Royal Oak Baseball Federation, Royal Oak, MI (1997 to 2000)

Professional Associations

• American Psychological Association, Member (2003 to present) • Association for Behavior Analysis, Member (1998 to present) • Division 16 (School Psychology) of the American Psych. Assoc., Member (2003 to present) • International School Psychology Association, Member (2003 to present) • International Society for the Study of Behavioral Development, Member (2006) • National Association for School Psychologists, Member (2000 to present) • Phi Beta Kappa, Western Michigan University Chapter (1999 to 2002) • Phi Kappa Phi, Western Michigan University Chapter (1999 to 2002)

Professional References Jeffrey P. Braden, Ph.D. Dean, College of Humanities and Social Sciences Professor of Psychology North Carolina State University Raleigh, NC 27695 Business Phone: (919) 513-7393 E-mail: [email protected] Ann C. Schulte, Ph.D. Research Scientist Arizona State University, Learning Sciences Institute Arizona State University; P.O. Box 872111; Tempe, Arizona 85287-2111 Business Phone: (480) 465-3292 E-mail: [email protected] Scott P. Ardoin, Ph.D. Associate Professor of Psychology Department of Educational Psychology & Instructional Technology (EPIT) Athens, GA 30602-7144 Business Phone: (706) 542-4110 E-mail: [email protected]


Brian K. Martens, Ph.D. Professor of Psychology Syracuse University, Department of Psychology Syracuse, NY 13244 Business phone: (315) 443-3835 E-mail: [email protected] Tanya L. Eckert, Ph.D. Associate Professor of Psychology and Director of School Psychology Doctoral Program Syracuse University, Department of Psychology Syracuse, NY 13244 Business phone: (315) 443-3141 E-mail: [email protected]