BEST in CLASS

Research Projects

BEST in CLASS-Prekindergarten (2011-2015): A randomized controlled trial was conducted to examine the efficacy of the BEST in CLASS intervention when implemented by teachers in early childhood settings.  A total of 186 early childhood teachers/classrooms from the surrounding areas of Gainesville, FL, and Richmond, VA participated across the 4 years of the study. Approximately three children at elevated risk for emotional and behavioral disorders per classroom were selected to participate, for a total of approximately 465 children.  Teachers attended a training workshop on the BEST in CLASS practices where they received the BEST in CLASS Teacher manual.   In addition, teachers received 14 weeks of ongoing practice-based coaching to support their practice implementation. Coaches observed teachers interacting with focal children in the classroom, facilitated teachers’ self-reflection, provided performance feedback, and collaboratively created goals and action plans. Published results of this study are located under the dissemination tab of this website (see Conroy et al., 2018; Sutherland et al., 2018).

BEST in CLASS-Elementary (2015-2018): A second development and innovation award funded the adaptation of materials and procedures to apply BEST in CLASS in Kindergarten through second grade classrooms.  This iteration focused on improving teacher practices to enhance home-school partnerships and support positive behavioral and academic outcomes for student with challenging classroom behavior.  We examined the usability, feasibility, and promise of the developed model of intervention over the course of the first two years of development; in the final year we conducted a small randomized controlled trial with 26 teachers and 44 students (see Sutherland et al., 2020).

BEST in CLASS-Web (2016-2019): This IES-funded development and innovation project sought to increase access to the BEST in CLASS practices for early childhood teachers.  The BEST in CLASS-Prekindergarten in-vivo teacher training was adapted into online, individually accessible modules including exemplar videos, examples of the practices, and interactive knowledge checks.  Other platforms such as Zoom^TM & Torsh^TM facilitated web-based submission of teacher video-recordings of their use of practices and weekly coaching meetings. Both feasibility and usability studies were completed to further develop and refine materials, procedures and technology supports.  In 2018, the project conducted a small, randomized controlled trial to compare the delivery of BEST in CLASS through traditional workshops and coaching with the web-based delivery system as well as a business-as-usual condition (see Conroy et al., 2022). 

BEST in CLASS-Elementary (2018-2022):  The purpose of this award from IES was to systematically replicate the initial BEST in CLASS study by testing the efficacy of BEST in CLASS-Elementary on student outcomes.  Teachers were recruited for participation in Florida and Virginia if they had children in their classroom who display chronic challenging behavior and are at risk for emotional/behavioral disorders.  We examined the efficacy of BEST in CLASS-Elementary with 114 teachers and 237 students in kindergarten through third grade across the 4 years of the project. 

BEST in CLASS-Elementary: Follow-up (2020-2024): This NIMH funded project is examining the sustained use of the BEST in CLASS intervention. Three primary aims will be addressed: (1) Determine if malleable individual (teacher self-efficacy, teacher burnout, teacher attributions), intervention (usability), and organizational (school climate, classroom atmosphere, classroom-level adversity) predict BEST in CLASS intervention fidelity (adherence, competence) and modifications (fidelity-consistent, fidelity-inconsistent) during implementation, sustainment, or both; (2) Assess the impact of intervention fidelity and modifications on child outcomes (challenging behaviors, social skills) during implementation and sustainment; and (3) Explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes.

Effectiveness Replication of BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development. This IES funded project is conducting a replication trial of BEST in CLASS in early childhood classrooms. BEST in CLASS was developed and initially tested for efficacy by the developers with funding from the Institute of Education Sciences. Findings from this efficacy trial demonstrated positive increases in teachers’ use of effective practices, sense of self-efficacy, and overall classroom quality, as well as reductions in children’s challenging behavior and increases in positive teacher-child interactions and relationships. This project includes early childhood programs in Florida, Virginia, and California. 

Project Staff