This research was supported by grants from the U.S. Department of Education, Institute of Education Sciences (R324A080074, R324A110173).
Best in class: A classroom-based model for ameliorating problem behavior in early childhood settings†
Article first published online: 10 APR 2012
Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company
Psychology in the Schools
Special Issue: Building Capacity to Improve Student Outcomes Through Collaboration: Current Issues and Innovative Approaches
Volume 49, Issue 5, pages 402–415, May 2012
How to Cite
Vo, A. K., Sutherland, K. S. and Conroy, M. A. (2012), Best in class: A classroom-based model for ameliorating problem behavior in early childhood settings. Psychol. Schs., 49: 402–415. doi: 10.1002/pits.21609
- Issue published online: 10 APR 2012
- Article first published online: 10 APR 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. © 2012 Wiley Periodicals, Inc.