Measuring Teacher Implementation of the "BEST in CLASS" Intervention Program and Corollary Child Outcomes

Autor/inn/en	Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James J.; Wilson, Reynolds E.; Martinez, Jose R.; Whalon, Kelly J.
Titel	Measuring Teacher Implementation of the "BEST in CLASS" Intervention Program and Corollary Child Outcomes
Quelle	In: Journal of Emotional and Behavioral Disorders, 23 (2015) 3, S.144-155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426614532949
Schlagwörter	Social Development; Early Intervention; Early Childhood Education; Best Practices; At Risk Students; Behavior Disorders; Emotional Disturbances; Longitudinal Studies; Coaching (Performance); Faculty Development; Preschool Teachers; Observation; Preschool Children; Experimental Groups; Control Groups; Teacher Competencies; Comparative Analysis; Behavior Modification; Program Effectiveness; Prompting; Modeling (Psychology); Teacher Attitudes; Fidelity; Teacher Student Relationship; Interaction; Video Technology; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsstörung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrkunst; Behaviour modification; Verhaltensänderung; Benutzerführung; Modeling; Modelling; Modellierung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined teachers' implementation and maintenance of instructional practices in early childhood classrooms and the corollary relationships between teacher implementation of the specific instructional practices associated with "BEST in CLASS" and child engagement and problem behaviors. Fifty-three teachers (26 in treatment and 27 in comparison) and 130 preschool-aged children (66 in treatment and 64 in comparison) participated. Findings indicated that teachers' who received training and coaching in the "BEST in CLASS" intervention increased their use of specific instructional practices in comparison with teachers in the control condition. In addition, children whose teachers received the "BEST in CLASS" intervention demonstrated increased engagement and a decrease in problem behaviors in comparison with those children who were in the control group. Positive teacher-child interactions increased and negative teacher-child interactions decreased in the intervention group in comparison with the control group. Results are discussed in relation to measuring teachers' implementation of instructional practices and implementation science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01