ERIC Number: ED552897
Record Type: Non-Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 81
BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings
Vo, Abigail; Sutherland, Kevin S.; Conroy, Maureen A.
Grantee Submission, Psychology in the Schools v49 n5 p402-415 2012
As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective, feasible models that help school personnel address the needs of these young children within early childhood settings. This article describes Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS). BEST in CLASS is a classroom-based intervention designed to help early childhood teachers master effective instructional strategies for preventing and ameliorating problem behavior in young children at risk for EBDs through a teacher training and performance-based coaching model. The BEST in CLASS intervention model is described, and preliminary data are presented, followed by a discussion of implications for practice and future research directions.
Descriptors: Early Intervention, Early Childhood Education, Best Practices, At Risk Students, Behavior Disorders, Emotional Disturbances, Coaching (Performance), Faculty Development, Preschool Teachers, Observation, Preschool Children, Teacher Competencies, Behavior Modification, Program Effectiveness, Prompting, Modeling (Psychology), Teacher Attitudes, Teaching Methods, Classroom Techniques, Learning Modules, Fidelity, Teacher Student Relationship, Child Behavior