Preliminary Study of the Effects of BEST in CLASS--Web on Young Children's Social-Emotional and Behavioral Outcomes

Autor/inn/en	Conroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Huang, Ke; Montesion, Alexandra
Titel	Preliminary Study of the Effects of BEST in CLASS--Web on Young Children's Social-Emotional and Behavioral Outcomes
Quelle	In: Journal of Early Intervention, 44 (2022) 1, S.78-96 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Conroy, Maureen A.) ORCID (Marcoulides, Katerina M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151211018662
Schlagwörter	Faculty Development; Student Behavior; Behavior Problems; Program Effectiveness; Behavior Modification; Teacher Student Relationship; Interpersonal Competence; Learner Engagement; Intervention; Web Based Instruction; Conventional Instruction; Social Emotional Learning; Preschool Teachers; Preschool Children; Disadvantaged Youth; Social Skills Improvement Rating Systems; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kompetenz; Web Based Training; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Benachteiligter Jugendlicher
Abstract	Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based professional development intervention supporting teachers' use of effective practices for ameliorating young children's challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3-5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS--Web and BEST in CLASS in reductions of children's problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01