Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior

Autor/inn/en	Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R.
Titel	Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior
Quelle	In: Journal of Positive Behavior Interventions, 22 (2020) 4, S.220-233 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, K. S.) ORCID (Broda, M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719900318
Schlagwörter	Program Effectiveness; Outcomes of Education; Elementary School Students; Behavior Problems; Positive Behavior Supports; Behavior Disorders; Emotional Disturbances; At Risk Students; Academic Achievement; Teacher Student Relationship; Classroom Environment; Urban Schools; African American Students; Low Income Students; Screening Tests; Achievement Tests; Rating Scales; Measures (Individuals); Young Children; Systematic Screening for Behavior Disorders; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Gefühlsstörung; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Screening-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Messdaten; Frühe Kindheit
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01