Treatment Integrity Measure Development
The purpose of this project was to develop observational and teacher self-report treatment integrity measures designed to characterize the implementation of evidence-based instructional practices delivered by teachers in early childhood classrooms that target the social, emotional and behavioral outcomes of preschool children with problem behaviors. At present there are no treatment integrity measures designed to assess efforts to implement evidence-based instructional practices in early childhood classrooms. The developed measures (TIMECS and TIMECS-T) allow researchers to assess the three components of treatment integrity: (a) Treatment adherence-the extent to which a teacher delivers instructional practices “prescribed” by a particular evidence-based program; (b) Treatment differentiation–the extent to which treatments under study differ along appropriate lines defined by the treatment protocol (e.g., treatment diffusion, number of protocol violations, delivery of “proscribed” instructional practices not included in a particular protocol); and (c) Competence-the level of skillfulness and responsiveness of practice delivery. These new measures will help enhance the informational value of implementation research conducted in diverse early childhood classrooms by (a) allowing researchers to interpret study findings, (b) diagnose treatment diffusion, and (c) characterize the evidence-based instructional practices used by teachers in business as usual classrooms.
Development and Validation of Treatment Integrity Measures of Classroom-Based Instructional Interventions in Early Childhood Settings. Institute for Education Sciences. Early Learning Programs and Policies (IES Grant R305A140487)
Investigators: McLeod, Sutherland, Conroy, Snyder, Algina
BEST in CLASS-Elementary
The purpose of this project was to develop a model, BEST in CLASS – Elementary (BiC-E), that has maximum feasibility of implementation, promise at reducing risk for behavioral difficulties, and potential for sustainability in early elementary classroom settings. The need for this model is highlighted by the importance of the early years of school in setting the stage for students’ academic, social and behavioral development; unfortunately many children arrive at school unprepared for the classroom learning environment and behavioral expectations, and challenges presented by these students can affect the nature of their educational experience and increase their risk for behavioral difficulties. BiC-E utilizes teacher training in evidence-based/evidence-informed practice elements, home-school communication and practice-based coaching in order to reduce young students’ risk for behavioral difficulties via improvements in ongoing teacher-student interactions in authentic classroom settings.
BEST in CLASS-Elementary: A Preventative Classroom-based Intervention Model. Institute for Education Sciences. Social and Behavioral Context for Learning Research Grants (IES Grant R305A150246)
Investigators: Sutherland, Conroy, McLeod
BEST in CLASS-Web
The purpose of BEST in CLASS – Web was to develop a web-based professional development program designed to increase teachers’ use of effective instructional practices to address young children in their classrooms who engage in chronic challenging behavior. Built on the original BEST in CLASS intervention model, the goal of BEST in CLASS – Web was to increase the accessibility, flexibility, usability, and scalability of the BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) intervention by developing a web-based version that can be used efficiently and effectively by early childhood teachers working with young children identified at risk for emotional/behavioral disorders. Initially funded by an IES Goal 2 development grant (Co-PIs Conroy & Sutherland), and subsequently funded by an IES Goal 3 efficacy grant (Co-PIs Conroy & Sutherland), BEST in CLASS is a tier 2 intervention targeting young children at risk for developing EBD in early childhood classrooms. The BEST in CLASS intervention was designed to be delivered on-site (i.e., face-to-face) through training and coaching in early childhood classrooms. BEST in CLASS-Web includes seven instructional modules that can be completed independently by teachers in classrooms. In addition, a web-based coaching component occurs weekly with teachers.
BEST in CLASS-Web. Institute for Education Sciences/National Center for Special Education Research (IES Grant R324A160158)
Investigators: Conroy, Sutherland, Feil
BEST in CLASS-Elementary – Conceptual Replication
The purpose of this project is to replicate findings of previous BEST in CLASS research by testing the efficacy of a classroom-based intervention, BEST in CLASS-Elementary (BEST in CLASS-E), via the Efficacy/Replication goal. Specifically, we propose to test BEST in CLASS-E with students who exhibit risk for emotional/behavioral disorders (EBD) in kindergarten to 2nd grade classrooms. This proposal represents an important extension and replication of prior BEST in CLASS work. To date, a Goal 3 Efficacy study was conducted on BEST in CLASS, which resulted in improved social and behavioral outcomes of young children (ages 3-5 years old) at risk for EBD in early childhood settings (BEST in CLASS-PK). Founded on a strong theoretical and research base, BEST in CLASS is a Tier 2 classroom-based intervention that increases teachers’ use and quality of delivery of efficacious behavioral and instructional strategies in order to reduce focal students’ problem behaviors, improve teachers’ sense of self-efficacy, enhance the quality of teacher-child relationships, and improve the classroom environment. Research has demonstrated that the delivery of BEST in CLASS by teachers increases positive teacher-child interactions, child engagement, and social skills as well as reduces children’s externalizing problem behavior (Conroy et al., 2014, 2015; Sutherland et al., in press). Although BEST in CLASS has demonstrated efficacy with preschool-age children at risk for EBD, its efficacy with students in early elementary school remains untested. We therefore propose to conduct a conceptual replication of BEST in CLASS whereby two features of the intervention context are varied from the original study (see Coyne et al., 2016; Schmidt, 2009 for a discussion of conceptual replication).
A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS-Elementary. Institute for Education Sciences/National Center Education Research (IES Grant R305A180182)
Investigators: Sutherland, Conroy, McLeod, Granger, Broda
BEST in CLASS-Elementary – Sustainment
Though evidence-based programs (EBPs) delivered in school settings have shown promise in reducing problem behavior that places children at significant risk for the development of emotional and behavioral disorders (EBDs), the long-term public health impact of EBPs is limited as only one in three achieve sustainment. Sustainment is defined as the continued use of an EBP after the resources used to support initial training and implementation are withdrawn. Identifying ways to improve the sustainment of EBPs is important, yet few studies have examined this topic. To increase the public health impact of EBPs delivered in schools, implementation strategies designed to target factors that influence EBP sustainment are needed. The proposed project builds on a 4-year randomized controlled trial evaluating BEST in CLASS to understand how multi-level factors within a school present during implementation influence EBP sustainment. BEST in CLASS is an effective, teacher-delivered intervention for K-3rd grade children at risk for EBDs. The sample for the proposed study will include 90 teachers, 180 children, and 14 elementary schools in diverse communities located in Richmond, VA and Gainesville, FL.
Multi-level Determinants of Implementation and Sustainment in the Education Sector. National Institute of Mental Health (R01 MH124439)
Investigators: McLeod, Sutherland, Conroy, Lyon, Chapman
BEST in CLASS-Effectiveness Replication
SRI Education (SRI) is conducting an effectiveness replication of the BEST in CLASS intervention for improving social, emotional, and behavioral outcomes and preacademic competence of young children at risk for social or emotional delays. Funded through an IES Development and Innovation award (R324A080074) in 2008, developers Maureen Conroy and Kevin Sutherland designed the intervention components of BEST in CLASS using a strong theoretical and research base and in consultation with teachers serving high-risk ECCE populations. In an Initial Efficacy and Follow-Up award (R324A110173) from 2011–15, Conroy and Sutherland conducted a causal impact study (meeting What Works Clearinghouse [WWC] standards without reservations) demonstrating that BEST in CLASS increases teachers’ use of effective behavioral and instructional practices, management skills, and sense of self-efficacy to enhance the classroom quality of authentic ECCE environments, leading to reductions in children’s problem behavior and increases in positive teacher-child interactions and relationships (Sutherland, Conroy, Algina, et al., 2018). The purpose of this project is to conduct an effectiveness replication of BEST in CLASS under routine conditions to determine how, where, at what cost, and with whom the intervention is likely to produce positive social, emotional, and behavioral outcomes.
Effectiveness Replication of BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development. Institute of Education Sciences, Social and Behavioral Context for Learning (IES Grant R324R210005)
Investigators: Sumi, Woodbridge, Sutherland, Conroy, Granger