Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior

Autor/inn/en	Sutherland, Kevin S.; Granger, Kristen; Conroy, Maureen A.; McLeod, Bryce D.; Broda, Michael; Vallarta, Natalie; Rosas, Albert
Titel	Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior
Quelle	In: Prevention Science, 24 (2023) 5, S.974-984 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Kevin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-023-01537-x
Schlagwörter	Student Reaction; Responses; Role; Behavior Problems; Behavior Change; Intervention; Competence; Teacher Behavior; Outcomes of Treatment; Program Effectiveness; Teacher Role + Suchen Sie Ihr Suchwort? Schülerkritik; Rollen; Kompetenz; Teacher behaviour; Lehrerverhalten; Lehrerrolle
Abstract	Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' "attempts" to engage them in the intervention, particularly for students with problem behaviors that may impede teachers' attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness. Delivery of BEST in CLASS and student responsiveness were assessed through direct observations and teachers' reported measures. Results suggest that teacher adherence and competence in delivering BEST in CLASS practices was associated with reductions in problem behavior from pretest to post-test via student responsiveness. Limitations of the current study and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01