Cited by 148Behavioral and Psychological StudiesTeacher Education and Leadership StudiesEarly Childhood Education and Development

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Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.

Begeny, John C., Martens, Brian K.·2006·School Psychology Quarterly

DOI 10.1521/scpq.2006.21.3.262

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Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs
Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014) · Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406413507002 · Cited by 283
Relation of teacher self-efficacy and classroom practices: A preliminary investigation
Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2018) · School Psychology International · doi:10.1177/0143034318798045 · Cited by 223
“…has been written about effective classroom management, two landmark meta-analyses have identified classroom management as a main teacher concern (Korpershoek et al., 2016; Martin, Yin, & Mayall, 2008), and research suggests teachers receive minimal training in this area (Begeny & Martens, 2006).”
Background
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
Kincade, L., Cook, C. R., & Goerdt, A. (2020) · Review of Educational Research · doi:10.3102/0034654320946836 · Cited by 205
“Given teachers’ continued reports of feeling overwhelmed and unprepared to handle problematic behavior and the link between poor STRs and problem behavior (Begeny & Martens, 2006; Freeman et al., 2013), targeted training could fill this void.”
Background
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise
Simonsen, B. M., Myers, D. M., & DeLuca, C. (2010) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406409359905 · Cited by 129
“Given the importance of classroom and behavior management, it is surprising that teachers typically receive little training in this area (Begeny & Martens, 2006).”
Background
Multitiered Support Framework for Teachers’ Classroom-Management Practices
Simonsen, B. M., MacSuga‐Gage, A. S., Briere, D. E., Freeman, J., Myers, D. M., Scott, T. M., & Sugai, G. M. (2013) · Journal of Positive Behavior Interventions · doi:10.1177/1098300713484062 · Cited by 128
“Unfortunately, teachers often enter the field without the necessary training in these skills (Begeny & Martens, 2006).”
Background
Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods.
Begeny, J. C., Eckert, T. L., Montarello, S. A., & Storie, M. S. (2008) · School Psychology Quarterly · doi:10.1037/1045-3830.23.1.43 · Cited by 123
Self-citation
Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis
Codding, R. S., Burns, M. K., & Lukito, G. (2011) · Learning Disabilities Research and Practice · doi:10.1111/j.1540-5826.2010.00323.x · Cited by 138
“Research has illustrated that teacher preparation and knowledge of ﬂuency and evidence-based interventions is limited (Begeny & Martens, 2006; Fuchs et al., 2008; Kratochwill, Volpiansky, Clements, & Ball, 2007) and that teachers beneﬁt from direct assistance with novel treatment procedures…”
Background
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior
Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406417700961 · Cited by 136
“…Trout, & Epstein, 2004), the unfortunate reality is that the majority of educators receive very limited to no training in behavior and classroom management but are expected to meet the social/emotional needs of students who present daily challenges in the classroom (Begeny & Martens, 2006).”
Background
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention
Briere, D. E., Simonsen, B. M., Sugai, G. M., & Myers, D. M. (2013) · Journal of Positive Behavior Interventions · doi:10.1177/1098300713497098 · Cited by 89
“In particular, new teachers often enter the field with insufficient training in classroom management (Begeny & Martens, 2006) and have the highest attrition rate out of any subgroup of educators (Martin, Shoho, Yin, Kaufman, & McLean, 2003).”
Background
The Effects of Self-Monitoring on Teachers’ Use of Specific Praise
Simonsen, B. M., MacSuga‐Gage, A. S., Fallon, L. M., & Sugai, G. M. (2012) · Journal of Positive Behavior Interventions · doi:10.1177/1098300712440453 · Cited by 87
“Teachers typically enter the field with inadequate training in behavioral instruction and classroom management (Begeny & Martens, 2006).”
Background
Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior
Cook, C. R., Grady, E. A., Long, A. C. J., Renshaw, T. L., Codding, R. S., Fiat, A. E., & Larson, M. F. (2016) · Journal of Positive Behavior Interventions · doi:10.1177/1098300716679137 · Cited by 104
“Sadly, evidence-based classroom management procedures are often a missing ingredient in teacher preparation programs across the country (Begeny & Martens, 2006; Landau, 2001; Christofferson & Sullivan, 2015).”
Background
PRESERVICE TEACHERS’ CLASSROOM MANAGEMENT TRAINING: A SURVEY OF SELF-REPORTED TRAINING EXPERIENCES, CONTENT COVERAGE, AND PREPAREDNESS
Christofferson, M., & Sullivan, A. L. (2015) · Psychology in the Schools · doi:10.1002/pits.21819 · Cited by 97
Teacher Judgments of Students' Reading Abilities Across a Continuum of Rating Methods and Achievement Measures
Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087726 · Cited by 81
“…using oral reading fluency assessments in order to improve judgment accuracy, which is possible because there is evidence that many teachers receive little preservice training with academic assessment in general (Schafer & Lissitz, 1987), and with CBM in particular (Begeny & Martens, 2006).”
BackgroundSelf-citation
Praise Research Trends and Future Directions: Characteristics and Teacher Training
Floress, M. T., Beschta, S. L., Meyer, K. L., & Reinke, W. M. (2017) · Behavioral Disorders · doi:10.1177/0198742917704648 · Cited by 75
“Unfortunately, many teachers are not prepared to meet this challenge (Begeny & Martens, 2006; DarlingHammond, Wei, Andree, Richardson, & Orphanos, 2009; Westling, 2010).”
Effects of Targeted Professional Development on Teachers’ Specific Praise Rates
Simonsen, B. M., Freeman, J., Dooley, K., Maddock, E., Kern, L., & Myers, D. M. (2016) · Journal of Positive Behavior Interventions · doi:10.1177/1098300716637192 · Cited by 65
“…teachers routinely cite classroom management as an area in which they need support, as classroom management is largely ignored during pre- and in-service professional development (Begeny & Martens, 2006; Freeman, Simonsen, Briere, & MacSuga-Gage, 2014; Wei, Darling-Hammond, & Adamson, 2010).”
Background
Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement
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“Finally, Begeny and Martens (2006) surveyed preservice teachers about their training on a number of different validated practices, including CBM. Participants reported having received little or no training on CBM in their preparation programs (Begeny & Martens, 2006).”
Background
Further examining the triangle tip: Improving support for students with emotional and behavioral needs
Kern, L., Hilt‐Panahon, A., & Sokol, N. G. (2008) · Psychology in the Schools · doi:10.1002/pits.20351 · Cited by 58
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Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2019) · Behavioral Disorders · doi:10.1177/0198742919839221 · Cited by 58
“…inclusive placements is encouraging in many respects, research continues to show teachers feel ill equipped to handle these challenges due to a limited emphasis on behavioral supports and classroom management in many teacher preparation programs (Begeny & Martens, 2006; Chesley & Jordan, 2012).”
Background
Addressing Mathematics Computation Problems: A Review of Simple and Moderate Intensity Interventions
Codding, R. S., Hilt‐Panahon, A., Panahon, C. J., & Benson, J. L. (2009) · Education and Treatment of Children · doi:10.1353/etc.0.0053 · Cited by 56
“The RTI framework necessitates that interventions increase in complexity with respect to time employed, effort, and resources required, as students move from the bo�om to the top of the multi-tiered system (Barne�, Daly III, Jones, & Lentz, 2004).”
BackgroundInfluential
Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
Shernoff, E. S., Frazier, S. L., Maríñez‐Lora, A. M., Lakind, D., Atkins, M. S., Jakobsons, L. J., Hamre, B. K., Bhaumik, D. K., Parker‐Katz, M., Neal, J. W., et al. (2016) · School Psychology Review · doi:10.17105/spr45-2.226-249 · Cited by 51
“Studies document that early struggles with student behavior and motivating learners are a top driver of attrition (Begeny & Martens, 2006; Burns & Ysseldyke, 2009; Ingersoll & Smith, 2003).”
Background
Professional development for classroom management: a review of the literature
Wilkinson, S., Freeman, J., Simonsen, B. M., Sears, S., Byun, S. G., Xu, X., & Luh, H.-J. (2020) · Educational Research and Evaluation · doi:10.1080/13803611.2021.1934034 · Cited by 58
“Additionally, a lack of adequate pre-service training in classroom management is frequently reported by in-service teachers, increasing the need to provide effective PD for those already in the field (Begeny & Martens, 2006; Freeman et al., 2014; Ingersoll et al., 2014).”
Background
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Wilcox, G., Fernandez Conde, C., & Kowbel, A. (2021) · Education Sciences · doi:10.3390/educsci11030129 · Cited by 45
“Additionally, teachers need training in DBDM [10], including in collecting, interpreting, and using CBM and other progress monitoring tools to provide instruction [46].”
BackgroundInfluential
Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data
Wagner, D. L., Hammerschmidt‐Snidarich, S. M., Espin, C. A., Seifert, K., & McMaster, K. L. (2017) · Learning Disabilities Research & Practice · doi:10.1111/ldrp.12125 · Cited by 44
“In one study, participants reported having received little to no training in their teacher preparation programs (Begeny & Martens, 2006).”
Background
The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices
Simonsen, B. M., Freeman, J., Myers, D. M., Dooley, K., Maddock, E., Kern, L., & Byun, S. G. (2019) · Journal of Positive Behavior Interventions · doi:10.1177/1098300719859615 · Cited by 54
“Therefore, teachers often enter the field without necessary preparation in classroom management (Begeny & Martens, 2006; Chesley & Jordan, 2012).”
Background
Improving Implementation of Function-Based Interventions: Self-Monitoring, Data Collection, and Data Review
Pinkelman, S. E., & Horner, R. H. (2016) · Journal of Positive Behavior Interventions · doi:10.1177/1098300716683634 · Cited by 50
“…not provided with sufficient preservice training that enables them to implement behavioral interventions with high fidelity in their classrooms (Begeny & Martens, 2006; Simonsen, MacSuga, Fallon, & Sugai, 2013), and they are not always provided with adequate organizational support (i.e.,…”
Background
Teacher Perceptions of Student Needs and Implications for Positive Behavior Supports
Feuerborn, L. L., & Chinn, D. D. (2012) · Behavioral Disorders · doi:10.1177/019874291203700403 · Cited by 40
“Many teachers are not provided sufficient training in positive behavior supports (Begeny & Martens, 2006).”
Background
School mental health content in state in-service K-12 teaching standards in the United States
Ball, A. R., Iachini, A. L., Bohnenkamp, J. H., Togno, N. M., Brown, E. L., Hoffman, J. A., & George, M. W. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.08.020 · Cited by 41
The Effects of Prompting Appropriate Behavior on the Off-Task Behavior of Two Middle School Students
Faul, A., Stepensky, K., & Simonsen, B. M. (2011) · Journal of Positive Behavior Interventions · doi:10.1177/1098300711410702 · Cited by 39
“Many teachers do not have the skill set to manage these problem behaviors (Begeny & Martens, 2006).”
Background
Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves
Gaudreau, N., Royer, É., Beaumont, C., & Frénette, É. (2012) · Enfance en difficulté · doi:10.7202/1012124ar · Cited by 54
Generalization Training in Special Education Teacher Preparation: Does It Exist?
Markelz, A. M., Riden, B. S., & Scheeler, M. C. (2017) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406417703752 · Cited by 38
“Unfortunately, one cannot assume that EBPs are being taught in university classrooms (Begeny & Martens, 2006).”
Background
Increasing Teachers' Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies.
MacSuga‐Gage, A. S., & Simonsen, B. M. (2011) · Beyond Behavior · Cited by 38
In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships
Ebersöhn, L., Loots, T., Eloff, I., & Ferreira, R. (2015) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2015.1044226 · Cited by 33
“Schools display the effect of generations of under-trained in-service teachers (Begeny and Martens 2006), and they show the toxic effect of children and families living in extreme poverty combined with continued limited access to health and social development services.”
Background
Special Education Teacher Candidate Assessment
McCall, Z. A., McHatton, P. M. A., & Shealey, M. W. (2013) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406413512684 · Cited by 33
“Behavior Begeny and Martens (2006) 110 GR (39 EE, 35 Sec, 36 SE) Descriptives, ANOVA; survey on training in behavioral instruction and principles, index of training in behavioral instruction practices.”
Method
Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs
Gaudreau, N., Royer, É., Frénette, É., Beaumont, C., & Flanagan, T. D. (2013) · McGill Journal of Education / Revue des sciences de l'éducation de McGill · doi:10.7202/1020976ar · Cited by 43
“…• VOL. 48 NO 2 SPRING 2013 most teachers feel underprepared and are often overwhelmed by the number of challenges they face when they begin teaching (Begeny & Martens, 2006; Conseil des ministres de l’Éducation des provinces canadiennes, 2002; Conseil supérieur de l’éducation, 2001; Couture,…”
Background
Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature
McGuire, S. N., Meadan, H., & Folkerts, R. (2023) · Child & Youth Care Forum · doi:10.1007/s10566-023-09750-z · Cited by 44
“Survey studies included data related to CM training preservice teachers received (Begeny & Martens, 2006; Bosch & Ellis, 2021; Christofferson & Sullivan, 2015), CM training and practices of inservice teachers (Cooper et al., 2018; Moreno & Scaletta, 2018), and factors that affected teacher efficacy…”
Professional Learning and Development in Classroom Management for Novice Teachers: A Systematic Review
Hirsch, S. E., Randall, K. N., Bradshaw, C. P., & Lloyd, J. W. (2021) · Education and Treatment of Children · doi:10.1007/s43494-021-00042-6 · Cited by 39
Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions
Ficarra, L. R., & Quinn, K. (2014) · Journal of Teacher Education for Sustainability · doi:10.2478/jtes-2014-0012 · Cited by 31
“This finding is consistent with that of Begeny and Martens (2006) who asserted that knowing a practice does not equate to its confident and accurate use.”
Result
Scientific research in school psychology: Leading researchers weigh in on its past, present, and future
McIntosh, K., Martínez, R. S., Ty, S. V., & McClain, M. B. (2013) · Journal of School Psychology · doi:10.1016/j.jsp.2013.04.003 · Cited by 30
Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching
Dudek, C. M., Reddy, L. A., Lekwa, A. J., Hua, A. N., & Fabiano, G. A. (2018) · Assessment for Effective Intervention · doi:10.1177/1534508418772919 · Cited by 43
“Relatedly, new classroom teachers often begin teaching with minimal training in classroom management (Begeny & Martens, 2006) and minimal research exists documenting effective methods for promoting new classroom teachers use of classroom behavior management practices (Briere et al., 2015).”
Background
Developing Accessible Lesson Plans with Universal Design for Learning (UDL)
Ünal, N. Ü., Karal, M. A., & Tan, S. (2020) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2020.1812539 · Cited by 42
“Many teachers reported that they feel unprepared for planning instruction in their classrooms because of their inadequate training in pre-service education (Begeny & Martens, 2006).”
Background
EFL teachers’ burnout and individual psychology: The effect of an empowering program and cognitive restructuring techniques
Ghasemi, F. (2021) · Current Psychology · doi:10.1007/s12144-021-01368-5 · Cited by 32
The Impact of Baseline Trend Control on Visual Analysis of Single-Case Data
Mercer, S. H., & Sterling, H. E. (2011) · Journal of School Psychology · doi:10.1016/j.jsp.2011.11.004 · Cited by 27
Visual Analysis Among Novices: Training and Trend Lines as Graphic Aids
Nelson, P. M., Norman, E. R. V., & Christ, T. J. (2016) · Contemporary School Psychology · doi:10.1007/s40688-016-0107-9 · Cited by 30
Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial.
Sebastian, J., Herman, K., & Reinke, W. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2018.12.008 · Cited by 26
Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support
Hunter, W. C., Maheady, L. J., Jasper, A. D., Williamson, R. L., Murley, R. C., & Stratton, E. (2015) · Education and Treatment of Children · doi:10.1353/etc.2015.0017 · Cited by 25
“…to use them in teacher preparation or professional development programs, and get little assistance and support in monitoring their impact on student performance (Begeny & Martens, 2006; Burns & Ysseldyke, 2009; Gable, Tonelson, Sheth, Wilson, & Park, 2012; Maheady, Smith, & Jabot, 2013).”
Background
Single-case effect size calculation: Comparing regression and non-parametric approaches across previously published reading intervention data sets
Ross, S. G., & Begeny, J. C. (2014) · Journal of School Psychology · doi:10.1016/j.jsp.2014.06.003 · Cited by 25
Self-citation
Assessment training: a precondition for teachers’ competencies and use of classroom assessment practices
Koloi‐Keaikitse, S. (2016) · International Journal of Training and Development · doi:10.1111/ijtd.12072 · Cited by 28
An Evaluation of the Effects of Graphic Aids in Improving Decision Accuracy in a Continuous Treatment Design
Norman, E. R. V., Nelson, P. M., Shin, J.-E., & Christ, T. J. (2013) · Journal of Behavioral Education · doi:10.1007/s10864-013-9176-2 · Cited by 24
“Some research suggests that teachers do not receive extensive training on best practices in visually analyzing data (Begeny and Martens 2006) despite the fact it is one of most commonly used methods to make informal educational decisions (Ximenes et al.”
Background
La gestion des problèmes de comportement en classe inclusive : pratiques efficaces
Gaudreau, N. (2012) · Éducation et francophonie · doi:10.7202/1007731ar · Cited by 21
Standards in Literacy and Numeracy: Contributing Factors
Meeks, L., Kemp, C., & Stephenson, J. R. (2014) · The Australian journal of teacher education · doi:10.14221/ajte.2014v39n7.3 · Cited by 21
“…is highly related to teacher quality (Rowe, 2003), and teacher quality appears to be linked to (a) the academic ability of students accepted into teacher preparation programs (U.S. Department of Education, 2003) and (b) the content and quality of teacher training programs (Begeny & Martens, 2006).”
Background
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
Shelton, A., Hogan, E., Chow, J. C., & Wexler, J. (2022) · Review of Educational Research · doi:10.3102/00346543221087718 · Cited by 36
“A survey study of 110 preservice teachers revealed that there is little focus on training in instructional practices and programs during pre-service teacher preparation (Begeny & Martens, 2006).”
Background
Effects of Training on the Use of the Behavior Support Plan Quality Evaluation Guide With Autism Educators
Kraemer, B., Cook, C. R., Browning-Wright, D., Mayer, G. R., & Wallace, M. D. (2008) · Journal of Positive Behavior Interventions · doi:10.1177/1098300708318796 · Cited by 19
“This can be problematic because educators frequently do not receive the training they need to handle the variety of challenging behaviors they face in the classroom (Begeny & Martens, 2006).”
Background
Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices
Simonsen, B. M., Freeman, J. L., Swain-Bradway, J., George, H. P., Putnam, R. F., Lane, K. L., Sprague, J. R., & Hershfeldt, P. (2019) · Education and Treatment of Children · doi:10.1353/etc.2019.0013 · Cited by 18
“However, scholars have consistently demonstrated that educators typically (a) do not receive sufficient training in PCBS practices (Begeny & Martens, 2006; Chelsey & Jordan, 2012; Freeman, Simonsen, Briere, & MacSuga- Gage, 2014), (b) are concerned about students’ behavior and classroom discipline…”
Background
Teachers’ Use and Beliefs About Praise: A Mixed-Methods Study
Shernoff, E. S., Lekwa, A. J., Reddy, L. A., & Davis, W. J. (2020) · School Psychology Review · doi:10.1080/2372966x.2020.1732146 · Cited by 20
Le sentiment d'efficacité personnelle des enseignants et leurs pratiques de gestion de la classe et des comportements difficiles des élèves
Gaudreau, N., Royer, É., Beaumont, C., & Frénette, É. (2012) · Canadian Journal of Education / Revue canadienne de l éducation · Cited by 17
Teachers' judgments of students' early literacy skills measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience
Begeny, J. C., & Buchanan, H. (2010) · Psychology in the Schools · doi:10.1002/pits.20509 · Cited by 17
Self-citation
Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP)
Jenkinson, K. A., & Benson, A. C. (2016) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2016.1270900 · Cited by 19
“The general lack of training in academic assessment strategies have been recognized previously (Begeny & Martens, 2006).”
Background
Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback
McLeod, R. H. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-01001-y · Cited by 17
Teachers' Opinions towards Inclusive Education Interventions in Turkey
Dr., M., & Aktan, O. (2021) · Anatolian Journal of Education · doi:10.29333/aje.2021.613a · Cited by 17
The Kids in Transition to School Program
Pears, K. C., Carpenter, L., Kim, H. K., Peterson, E., & Fisher, P. A. (2018) · Springer eBooks · doi:10.1007/978-3-319-90200-5_13 · Cited by 17
Chapter 6 Utilizing Evidence-Based Practice in Teacher Preparation
Maheady, L., Smith, C., & Jabot, M. (2013) · Advances in learning and behavioral disabilities · doi:10.1108/s0735-004x(2013)0000026008 · Cited by 16
The Caterpillar Game: A SW-PBIS Aligned Classroom Management System
Floress, M. T., & Jacoby, A. L. (2016) · Journal of Applied School Psychology · doi:10.1080/15377903.2016.1229706 · Cited by 15
Supporting all students: Creating a tiered continuum of behavior support at the classroom level to enhance schoolwide multi-tiered systems of support
Adamson, R., McKenna, J. W., & Mitchell, B. S. (2019) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2018.1501654 · Cited by 15
“…field with limited skills for addressing problem behavior and receive insufficient preor in-service training in basic classroom management strategies (Begeny & Martens, 2006; Flower, McKenna, & Haring, 2017; Freeman, Simonsen, Briere, & MacSuga-Gage, 2014; Wei, Darling-Hammond, & Adamson, 2010).”
Background
Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers
Rosenberg, M., Duerr, S. R., Ingraham, K. M., Bell, K. N., & Gould, A. (2021) · Excelsior Leadership in Teaching and Learning · doi:10.14305/jn.19440413.2021.14.1.01 · Cited by 14
“Discussion Although effective classroom management is critical for student success (Scheuermann & Hall, 2016), many EPPs provide prospective teachers little formal preparation in this critical area (Begeny & Martens, 2006; Mitchell et al., 2017).”
Background
Bridging simulation technology with positive behavioral supports to promote student engagement and behavior
Shernoff, E. S., Lekwa, A. L., Delmarre, A., Gabbard, J. L., Stokes-Tyler, D., Lisetti, C., & Frazier, S. L. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.10.002 · Cited by 14
Treatment Integrity:Fundamental to Education Reform
Detrich, R. (2014) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.13.2.258 · Cited by 14
“A recent review of preservice training found that special education teachers received significantly more training in academic assessment such as curriculum-based measurement (CBM) than general education teachers (Begeny & Martens, 2006).”
Background
THE CATERPILLAR GAME: A CLASSROOM MANAGEMENT SYSTEM
Floress, M. T., Rock, A. L., & Hailemariam, A. (2017) · Psychology in the Schools · doi:10.1002/pits.22000 · Cited by 19
Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States
Vollmer, L. E., Gettinger, M., & Begeny, J. C. (2018) · Journal of Applied School Psychology · doi:10.1080/15377903.2018.1528488 · Cited by 14
“Crocker and Algina (1986) described the appropriateness and rationale for using ANOVA for Likert-type data, and similar studies have used parametric analyses such as ANOVA with Likerttype data (e.g., Begeny & Martens, 2006; Vujnovic et al., 2014).”
MethodResultSelf-citation
Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial
McGuire, S. N., Meadan, H., & Xia, Y. R. (2023) · Behavioral Disorders · doi:10.1177/01987429231179890 · Cited by 13
“Begeny and Martens (2006) reported similar findings, also reporting that preservice teachers had limited coursework dedicated to behavioral concepts, strategies, programs, and assessment.”
Background
Staff Concerns in Schools Planning for and Implementing School-Wide Positive Behavior Interventions and Supports
Tyre, A. D., Feuerborn, L. L., & Woods, L. (2017) · Contemporary School Psychology · doi:10.1007/s40688-017-0130-5 · Cited by 13
Teaching Observational Data Collection to Early Childhood Preservice Educators
Love, H. R., Horn, E. M., & An, Z. G. (2019) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406419836147 · Cited by 17
“Educators may, in part, struggle with collecting and using informal progress monitoring data because it is not a significant component of their preparation programs (Begeny & Martens, 2006; Mandinach, Friedman, & Gummer, 2015).”
Background
Gaining Staff Support for Schoolwide Positive Behavior Supports: A Guide for Teams
Feuerborn, L. L., Wallace, C., & Tyre, A. (2013) · Beyond Behavior · doi:10.1177/107429561302200206 · Cited by 14
“30 B E Y O N D B E H A V I O R It must be linked to specific certified and classified staff needs and thoughtfully planned (Begeny & Martens, 2006; Fullan, 2001).”
Background
Novice Interpretations of Progress Monitoring Graphs: Extreme Values and Graphical Aids
Newell, K. W., & Christ, T. J. (2017) · Assessment for Effective Intervention · doi:10.1177/1534508417694855 · Cited by 13
“…study (Van Norman et al., 2013), we too assert that undergraduates are reasonable representatives of novice visual analysts and that teachers and other educators rarely receive training in time-series analysis (Begeny & Martens, 2006), as distinct from knowledge of the Cartesian coordinate system.”
Background
Facteurs influençant la fréquence d’utilisation de pratiques de gestion des comportements difficiles au secondaire.
Massé, L., Nadeau, M., Gaudreau, N., Verret, C., Lagacé-Leblanc, J., & Bernier, V. (2019) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/cbs0000139 · Cited by 9
A Systematic Review of Tactile Prompting in Teacher Education
Markelz, A. M., Scheeler, M. C., Riccomini, P. J., & Taylor, J. (2019) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/0888406419877500 · Cited by 11
“In fact, preservice teachers and faculty members report insufficient opportunities to practice evidence-based teaching behaviors in preparation programs (Begeny & Martens, 2006; Hemmeter et al., 2008).”
Background
Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability
Kinney, C. E. L., Begeny, J. C., Stage, S. A., Patterson, S., & Johnson, A. (2020) · Behavior Modification · doi:10.1177/0145445520946321 · Cited by 10
“with line or bar graphs, do not have much coursework or applied training with this professional task (Begeny & Martens, 2006).”
BackgroundSelf-citation
Model Description and Application
Erchul, W. P., & Martens, B. K. (2010) · Issues in clinical child psychology · doi:10.1007/978-1-4419-5747-4_6 · Cited by 8
Self-citation
Portrait comparatif d’enseignants québécois et tessinois de leur sentiment d’efficacité personnelle à gérer la classe
Gaudreau, N., Massé, L., Nadeau, M., Verret, C., Bernier, V., & Frénette, É. (2020) · Spirale - Revue de recherches en éducation · doi:10.3917/spir.652.0099 · Cited by 14
Teachers’ Attitudes About Using Curriculum-Based Measurement in Reading (CBM-R) for Universal Screening and Progress Monitoring
Rowe, S. S., Witmer, S. E., Cook, E. L., & daCruz, K. (2014) · Journal of Applied School Psychology · doi:10.1080/15377903.2014.938793 · Cited by 7
“Begeny and Martens (2006) found that teachers had limited exposure to CBM within their training program.”
Background
Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation
Holcomb, C., Baker, J. N., & More, C. M. (2019) · Journal of Special Education Technology · doi:10.1177/0162643419854502 · Cited by 7
Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities
Boveda, M. (2016) · FIU - Digital Commons (Florida International University) · doi:10.25148/etd.fidc001224 · Cited by 7
Effects of Automaticity Training on Reading Performance: A Meta-Analysis
Cooper, S., Hebert, M. A., Goodrich, J. M., Leiva, S., Lin, X., Peng, P., & Nelson, J. R. (2022) · Journal of Behavioral Education · doi:10.1007/s10864-022-09480-7 · Cited by 8
“…feedback during practice from another student (Hickman, 1978; Higgins & Raskind, 2004) or a computer/teacher (Allen, 1982; Archwamety & Samuels, 1973; Begeny & Martens, 2006; Kairaluoma et al., 2007; Lewandowski et al., 2006; Martin-Chang & Levy, 2005; McDonagh, 2003; Samuels et al., 1974).”
Preparing Australian Special Educators: Courses and Content
Stephenson, J. R., Ganguly, R., Kemp, C., & Salisbury, C. (2022) · The Australian journal of teacher education · doi:10.14221/ajte.2022v47n10.4 · Cited by 6
What All Reading Teachers Should Know and Be Able To Do
Fedora, P. (2014) · Kappa Delta Pi Record · doi:10.1080/00228958.2014.871687 · Cited by 6
Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting
Miller, F. G., Wagner, N. S., & Muldrew, A. C. (2023) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2269891 · Cited by 5
“Unfortunately, pre-service teachers often receive very limited training in behavioral management practices (Begeny & Martens, 2006).”
Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement
Gibbons, K., & Coulter, W. A. (2015) · Springer eBooks · doi:10.1007/978-1-4899-7568-3_36 · Cited by 5
The Impact of the Quiet Classroom Game on On-Task Behavior and Classroom Noise Level in Three Middle School Classrooms
Chapman, B. N., Drevon, D. D., & Jasper, A. D. (2021) · Journal of Behavioral Education · doi:10.1007/s10864-021-09444-3 · Cited by 5
Improving Visual Inspection, Interrater Agreement, and Standardization with the Graphic Variability Quotient
Kinney, C. E. L., Weatherly, N. L., Burns, G. N., & Nicholson, K. (2022) · The Psychological Record · doi:10.1007/s40732-022-00522-0 · Cited by 7
“For example, many teachers incorrectly judge student progress based on visual analysis of graphed data (Begeny & Martens, 2006; Graney, 2008; Nelson et al., 2017).”
Background
Analyse de l’implantation d’un programme d’accompagnement des enseignants pour favoriser l’inclusion des adolescents présentant des troubles du comportement
Massé, L., Couture, C., Levesque, V., & Bégin, J.-Y. (2016) · Revue des sciences de l éducation · doi:10.7202/1036892ar · Cited by 5
“Quelle que soit leur formation, tous les accompagnateurs ont été appréciés par les enseignants, (Begeny et Martens, 2006; Baker, 2005), les résultats de cette recherche montrent que ces derniers ont surtout besoin d’aide pour mettre en pratique ce qu’ils ont appris ou faire des liens entre leurs…”
Background
Universal Design for Learning in Higher Education to Improve Instruction in Inclusive Settings
Schreiner, N., Rebagay, N. R. M., & Cavendish, W. M. (2024) · Springer eBooks · doi:10.1007/978-3-031-40858-8_41-1 · Cited by 9
Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management
Sims, W. A., Yu, R., King, K. R., Zahn, D., Mandracchia, N. R., Monteiro, E. M., & Klaib, M. (2022) · Assessment for Effective Intervention · doi:10.1177/15345084221118316 · Cited by 5
“Consistent with these findings, other appraisals of pre-service curricula for teachers (e.g., Begeny & Martens, 2006; Freeman et al., 2014) have found limited coverage of CM practices, leaving school districts and site administrators to address deficiencies in CM practice via in-service PD.”
Result
Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention
Durling, J. M., Begeny, J. C., Wang, J., O'Neal, C. S., & Musti‐Rao, S. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101466 · Cited by 4
Self-citation
SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT
Afalla, B. T., & Fabelico, F. L. (2020) · Humanities & Social Sciences Reviews · doi:10.18510/hssr.2020.8422 · Cited by 10
“Chesley & Jordan (2012) and Begeny & Martens (2006) underscored in their studies that there are teachers who embrace the teaching profession without the essential preparation in classroom management.”
Background
Preservice Teacher Education Programs, Novice Teachers, and Classroom Management Preparation
Pierson, E. M. (2021) · International Journal of Undergraduate Research and Creative Activities · doi:10.7710/2168-0620.0285 · Cited by 6
Mentoring in Continuing Professional Development
Gupta, D. (2022) · Springer eBooks · doi:10.1007/978-981-19-5069-8_13 · Cited by 4
Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health
Downer, J. T., Braun, S. S., Bradshaw, C. P., Elreda, L. M., Elzie, X., Budavari, A. C., Ialongo, N. S., & Tolan, P. H. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101359 · Cited by 6
A Pilot Study Exploring After-School Care Providers’ Response to the Incredible Years Classroom Management Program
Hicks, T. B., Carlson, J. S., & Tiret, H. B. (2014) · Contemporary School Psychology · doi:10.1007/s40688-014-0036-4 · Cited by 4
“Previous research indicates that teachers rarely receive preservice training to support students’ mental health and behavioral needs (Begeny and Martens 2006; Koller and Bertel 2006; Reinke et al. 2011).”
Background
Authentic Teaching Experiences in Secondary Mathematics Methods
Stickles, P. R. (2015) · Investigations in Mathematics Learning · doi:10.1080/24727466.2015.11790342 · Cited by 4
Using small scale projects as tools for changing the teaching paradigm
Voica, C., & Singer, F. M. (2011) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2011.01.061 · Cited by 4
Supporting Teachers’ Professional Development: Investigating the Impact of a Targeted Intervention on Teachers’ Presentation of Opportunities to Respond
MacSuga‐Gage, A. S. (2013) · OpenCommons - UConn (University of Connecticut) · Cited by 4

Authors: Begeny, J. C., & Martens, B. K.
Affiliations: North Carolina State University (US)
Syracuse University (US)
ORCID: Begeny, John C.
Venue: School Psychology Quarterly
Publisher: American Psychological Association (APA)
Published: 2006
Volume: 21
Issue: 3
Pages: 262-285
ISSN: 1045-3830 (ISSN-L)
1939-1560
DOI: 10.1521/scpq.2006.21.3.262
OpenAlex: W2079194387
Cited by: 148
References: 47
Citations by year: 2026: 3 · 2025: 3 · 2024: 4 · 2023: 6 · 2022: 8 · 2021: 11 · 2020: 12 · 2019: 16 · 2018: 7 · 2017: 10 · 2016: 15 · 2015: 8 · 2014: 9 · 2013: 11 · 2012: 6
FWCI: 2.66
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Quarterly (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Early Childhood Education and Development
Keywords: pre-service teachers, teacher professional development, special education

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Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.

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