The DOI matches its Crossref record; 42 of the 47 references it cites were found in a registry or an index.
Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.
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Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“This is not surprising as teachers report receiving little if any training in CBM [51].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [51]
Citations
Cites
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,537
Handbook of research on teacher education
(1990) · Choice Reviews Online · doi:10.5860/choice.28-1672 · Cited by 3,749
Education and Treatment of Children
Hickman, J. A., Wheatley, J. K., & Sheridan, K. D. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese0816 · Cited by 3,223
Hussar, W. J., Planty, M., Aud, S., & Snyder, T. D. (2005) · Cited by 1,957
The Handbook of School Psychology
Reynolds, C. R., & Gutkin, T. B. (1982) · Medical Entomology and Zoology · Cited by 1,864
Applied Behavior Analysis for Teachers
Alberto, P., Troutman, A., Axe, J. B., & Simmons University, B. (2024) · ABA España eBooks · doi:10.26741/978-84-09-59866-3 · Cited by 956
Curriculum-based measurement: Assessing special children.
Shinn, M. R. (1989) · Guilford Press eBooks · Cited by 911
Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002) · Journal of Learning Disabilities · doi:10.1177/00222194020350050101 · Cited by 608
Dotts, B. W. (2018) · Cambridge University Press eBooks · doi:10.1017/9781108185691 · Cited by 456
Labaree, D. F. (2017) · Yale University Press eBooks · doi:10.12987/9780300128819 · Cited by 369
Research works printed but not linked: 11
- Ashworth D. R., 1999, Reading Improvement, 36, 150
- Becker, W. C. (1992). Direct instruction: A twenty year review. In R. P. West & L. A. Hamerlynck (Eds.), Designs for excellence in education: The legacy of B.F. Skinner (pp. 71-112). Longmont, CO: Sopris West.
- Delquadri J., 1983, Education and Treatment of Children, 6, 225
- Elliott, S. N., Busse, R. T. & Shapiro, E. S. (1999). Intervention techniques for academic performance problems. In C.R. Reynolds & T.B. Gutkin (Eds.), Handbook of school psycyhology (3rd ed., pp. 664-685). New York: John Wiley & Sons.
- Fredrick, L. D., Deitz, S. M., Bryceland, J. A. & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press.
- Hursh, D. (Ed.). (1991). Behavior analysis and instructional design in performance-based teacher training programs [Special issue]. Education and Treatment of Children, 14(4).
- Ishler, R. E., Edens, K. M. & Berry, B. W. (1996). Elementary education. In J. Sikula (Ed.), Handbook of research on teacher education (2nd Ed., pp. 348-377). New York: Macmillan.
- Lovitt, T. C. (1994). Applied behavior analysis: An insider's appraisal. In R. Gardner et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 173-197). Pacific Grove, CA: Brooke/Cole.
- Sikula, J. (1996). Introduction. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. xv-xxiii). New York: Macmillan.
- Taylor, C. S. (2002). Incorporating classroom-based assessments into large-scale assessment programs. In G. Tindal & T. Haladyna (Eds.), Large-scale assessment programs for all students (pp. 233-259). Mahwah, NJ: Lawrence Erlbaum.
- Watkins, C. L. (1997). Project Follow Through: A case study of contingencies influencing instructional practices of the educational establishment. Concord, MA: Cambridge Center for Behavioral Studies.
Cited by
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).”
BackgroundKincade, 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.”
BackgroundTeaching 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).”
BackgroundMultitiered 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
Metadata
- Authors
- Begeny, J. C., & Martens, B. K.
- Affiliations
- North Carolina State University (US)
- Syracuse University (US)
- ORCID
- Begeny, John C.
- Venue
- School Psychology Quarterly
- Published
- 2006
- Volume
- 21
- Issue
- 3
- Pages
- 262-285
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- 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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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
