Barriers and Facilitators to Implementation of BEST in CLASS

Autor/inn/en	Granger, K. L.; Sutherland, K. S.; Conroy, M. A.; Hetrick, A. A.; Parnell, E.
Titel	Barriers and Facilitators to Implementation of BEST in CLASS
Quelle	In: Exceptionality, 28 (2020) 3, S.209-221 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Granger, K. L.) ORCID (Sutherland, K. S.) ORCID (Conroy, M. A.) ORCID (Hetrick, A. A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1727335
Schlagwörter	At Risk Students; Emotional Disturbances; Behavior Disorders; Student Behavior; Barriers; Program Implementation; Program Effectiveness; Preschool Education; Elementary Education; Evidence Based Practice; Early Intervention; Classroom Environment; Student Adjustment; Teacher Student Relationship; Faculty Development; Behavior Modification; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Gefühlsstörung; Student behaviour; Schülerverhalten; Pre-school education; Vorschulerziehung; Elementarunterricht; Klassenklima; Unterrichtsklima; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung; Behaviour modification; Verhaltensänderung; Soziale Entwicklung; Gefühlsbildung
Abstract	The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in CLASS- Elementary) are reviewed in relation to barriers and facilitators of high quality implementation. The importance of taking into account factors associated with teacher delivery of interventions in classrooms, particularly for children with and at-risk for emotional and behavioral disorders, when designing and evaluating interventions is discussed. Implications for future research and practice are provided. [For the Grantee Submission, see ED608948.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01