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Autor/inn/en | Sutherland, K. S.; Conroy, M. A.; McLeod, B. D.; Granger, K.; Broda, M.; Kunemund, R. |
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Titel | Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior |
Quelle | 22 (2020) 4, S.220-233 (14 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Sutherland, K. S.) ORCID (Broda, M.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
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 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. [This article was published in "Journal of Positive Behavior Interventions" (EJ1265201).] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |