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

Maureen A. Conroy, Kevin S. Sutherland, Kristen L. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)78-96
Number of pages19
JournalJournal of Early Intervention
Issue number1
StatePublished - Mar 2022

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the U.S. Department of Education, Institute of Education Sciences (Grant Number R324A160158). The opinions expressed by the authors are not necessarily reflective of the position of or endorsed by the U.S. Department of Education.

Publisher Copyright:
© 2021 SAGE Publications.


  • behavioral disorders
  • early childhood
  • social-emotional learning
  • tier-2 intervention


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