Using Multilevel Lpa to Profile Classrooms Based on Student Behavioral Trajectories and Associations with Teacher Implementation of the GBG

Results: The multilevel LPA on the TOCA subscales revealed 4 latent student behavior profiles at level 1; highly competent (26.3%), competent (22.6%), mild behavioral issues (27.6%), and aggressive (23.5%). Class enumeration at level 2 indicated 2 profiles of classrooms: one of classrooms primarily comprised of competent students (i.e., adaptive; 48% of classrooms), and the second comprised of classrooms of students with aggressive behavior problems (i.e., maladaptive; 52% of classrooms). Our analyses indicated that teachers in adaptive classrooms had higher dosage implementation of the GBG (Est.=.004, p=.036).

Discussion: Findings suggest that there are discrete classroom profiles such that students with aggressive and problem behaviors are clustered within particular classrooms. This may be the result of poor class assignment, teacher bias in ratings, or the dynamics between the classroom environment and student behavior. The profiles in turn are related to implementation, such that teachers had higher program dosage in classrooms where the student behavior was (or was perceived to be) better. Implications will be discussed regarding the association between teacher factors, student behavioral ratings, and implementation.