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Best in class: A classroom‐based model for ameliorating problem behavior in early childhood settings
Author(s) -
Vo Abigail K.,
Sutherland Kevin S.,
Conroy Maureen A.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21609
Subject(s) - psychology , intervention (counseling) , coaching , class (philosophy) , early childhood , early childhood education , best practice , developmental psychology , at risk students , mathematics education , psychotherapist , psychiatry , management , artificial intelligence , computer science , economics
Abstract As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective, feasible models that help school personnel address the needs of these young children within early childhood settings. This article describes Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS). BEST in CLASS is a classroom‐based intervention designed to help early childhood teachers master effective instructional strategies for preventing and ameliorating problem behavior in young children at risk for EBDs through a teacher training and performance‐based coaching model. The BEST in CLASS intervention model is described, and preliminary data are presented, followed by a discussion of implications for practice and future research directions. © 2012 Wiley Periodicals, Inc.