Prevention of Problem Behavior in Young Children: Findings from the Best in CLASS Efficacy Study

PRESENTATION TYPE: Individual Poster

CATEGORY/THEME: Development and Testing of Interventions

Prevalence rates of young children exhibiting elevated rates of externalizing problem behaviors are alarming, especially for those children living in poverty (Barbarin, 2007). If problem behaviors are not addressed at an early age, these children are at increased risk for later adjustment problems in school, including negative relationships with their teachers and peers (Bulotsky-Shearer, et al., 2010), learning and academic achievement difficulties (McCabe & Altamura, 2011), and an increased risk for later identification of an emotional/behavioral disorder (EBD) (Fanti & Henrick, 2010). Additionally, many early childhood teachers lack the necessary knowledge and skills to effectively address chronic externalizing problem behaviors demonstrated by young children in their classrooms and targeted interventions that can be delivered by teachers with fidelity in authentic early childhood settings are lacking.

BEST in CLASS  is a targeted intervention delivered by early childhood teachers designed to address chronic externalizing problem behaviors demonstrated by young children in classroom settings. As part of BEST in CLASS, teachers acquire competence in key evidence-based practices that can be implemented during naturally occurring activities to reduce challenging behavior and improve child engagement and social skills in their classrooms.

Methods:

The poster will present findings from a RCT that examined the efficacy of BEST in CLASS in producing clinically meaningful reductions in externalizing problem behaviors and improvements in social skills. One hundred eighty-four early childhood teachers (92 in the treatment condition) and 464 young children (231 in treatment) participated in the 14-week randomized controlled trial. Child problem behavior and social skills were measured at pre-intervention and post-intervention using the Social Skills Improvement System Rating Scale (SSIS-RS; Gresham & Elliot, 2008) and Caregiver/Teacher Report Form, Ages 2–5 (CTRF/2–5; Achenbach, 1997).

Results:

Results of transitional analysis showed a significant reduction in the percentage of children scoring in the clinical or borderline range (according to cutoff scale scores on the SSIS-RS and CTRF) following the BEST in CLASS intervention. Children who received BEST in CLASS moved toward healthier functioning in social, emotional, and behavioral competence than children in comparison classrooms, as demonstrated by teacher ratings indicating problem behavior and social skills in the normal range following the intervention.

Conclusions:

This study contributes to early childhood prevention and intervention efforts and early childhood best practices, reinforcing the critical role of teachers’ increased use of evidence-based practices with young children who demonstrate chronic problem behavior to promote social, emotional and behavioral competence.