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.
Original language | English (US) |
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Pages (from-to) | 78-96 |
Number of pages | 19 |
Journal | Journal of Early Intervention |
Volume | 44 |
Issue number | 1 |
DOIs | |
State | Published - 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.
Keywords
- behavioral disorders
- early childhood
- social-emotional learning
- tier-2 intervention