Preliminary Outcomes of the Best in CLASS Efficacy Trial

Introduction: Many young children enter early childhood programs demonstrating problem behavior that places them at elevated risk for developing emotional/behavioral disorders (EBD) and impacts their current and future developmental outcomes. Research shows that when young children and their teachers form positive relationships, child behavior and academic performance improves, indicating that positive teacher-child interactions can produce a “protective effect”. Moreover, when teachers provide high levels of emotional support, children engage in fewer problem behaviors, have more positive interactions with teachers, and achieve academically. This poster presents findings from the first 3 years of a 4 year RCT investigating the efficacy of a Tier 2 classroom-based intervention, BEST in CLASS, targeting young children at elevated risk for EBD.

Methods: A multi-site cluster randomized design was employed across 127 early childhood teachers (Tx = 61 & Comparison = 66) and 319 preschool children (Tx = 170 & Comparison = 149) in two southeastern states. All children lived in poverty, attended a federal/state funded early childhood program, and were identified as at elevated risk for emotional/behavioral disorders through systematic screening.

 

Results: Results indicate that coaches implemented the practice based coaching model with fidelity, and teachers’ implemented the classroom-based intervention with high levels of adherence and competence. Statistically significant differences between children in the BEST in CLASS intervention classrooms and comparison classrooms on subscales of the SSIS (Problem Behavior, d = -0.43; Social Skills, d = 0.45) and Teacher Report Form (Externalizing Problems, d = -0.47; Total Problems, d = -0.40) suggest improved child outcomes. Meanwhile, teachers reported statistically significant increases in Closeness (d = 0.24) and reduced Conflict (d = -0.21) as measured by the STRS, and observations of classroom atmosphere indicated significant differences between BEST in CLASS and Comparison classrooms on subscales of the CLASS (Classroom Organization, d = 0.69; Emotional Support, d = 0.50; Instructional Support, d = 0.65).

 

Conclusions: BEST in CLASS is one of the few Tier 2 early childhood interventions that was specifically designed to enhance teachers’ use of effective instructional practices in order to prevent or ameliorate the problem behaviors demonstrated by young children. Preliminary outcomes from the RCT suggest improved child outcomes, teacher-child relationships and classroom atmosphere, highlighting the promise of BEST in CLASS.