Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

Abstract

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

“…In addition, as reported in Sutherland et al (2020), the classroom-level adversity scores in the classrooms in this study were high (means of 3.00 and 3.01 in BEST in CLASS-E and BAU classrooms, respectively, on a 4-point scale), indicating that students in these classrooms faced high levels of stress consistent with ecological challenges (i.e., poverty, toxic stress, and social and academic difficulties). Furthermore, there was a lack of Tier 1 practices in place that also may have impacted study results.…”

“…The purpose of this study was to examine the effects of BEST in CLASS-E, a Tier-2 intervention that provides professional development, including practice-based coaching to increase teachers' delivery of evidence-based practices with higher quantity and quality to young students with and at risk for EBD, on a number of teacher outcomes associated with positive student outcomes. Previous research on BEST in CLASS-E (Sutherland et al, 2020) indicates its promise at reducing students' problem behavior and increasing teacher-student closeness, while research on the preschool version of BEST in CLASS has found positive effects for both child (Conroy et al, 2018;Sutherland et al, 2018a) and teacher (Conroy, Sutherland et al, 2019) outcomes. In this study, teachers in the BEST in CLASS-E condition delivered practices with greater adherence and competence from pretest to posttest, whereas teachers in the BAU condition had decreases on both of these treatment integrity dimensions; meanwhile, student responsiveness increased in the BEST in CLASS-condition but decreased over time in the BAU condition.…”

“…In a recent study (Sutherland et al, 2020) including 45 students with and at risk for EBD and their 26 teachers, students in teachers' classrooms randomly assigned to receive BEST in CLASS-E training and practice-based coaching had reductions in problem behavior (d = -.32) and improvements in closeness with their teachers (d = .55). These findings replicated previous research on child outcomes in early childhood settings (Conroy, Sutherland et al, 2019;Sutherland et al, 2018a).…”

“…Research in early childhood setting suggests that BEST in CLASS can demonstrate positive outcomes for both teachers (Conroy, Sutherland et al, 2019) and children (Conroy, Sutherland et al, 2019;Sutherland et al, 2018) as well as positive outcomes for students in elementary settings (Sutherland et al, 2020). This study aims to examine the efficacy of BEST in CLASS-E in shifting outcomes for teachers, with the goal of investigating the intervention's impact on teacher practices and perceptions.…”

Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD

“…And it is well documented that classroom management strategies can positively and preventatively support appropriate behavior, influence teacher-child relationships, and promote positive academic and social outcomes (Chow & Gilmour, 2016;Maggin et al, 2017;Moore et al, 2017;Simonsen et al, 2008). Much of the empirical research supporting the benefits of classroom management practices provide teachers with ample time for establishing classroom management practices, some with intensive coaching and feedback (Kamps et al, 2015;Sutherland et al, 2020). This is important because coaching can lead to increases in classroom management efficacy, which is associated with children's literacy growth (Varghese et al, 2016).…”