BEST in CLASS-Elementary: The Development of a Teacher-Delivered Evidence-Based Program for Early Elementary Classrooms

Introduction

Behavioral problems interfere with young students’ learning and teacher-child relationships in early elementary classrooms. However, few teacher delivered evidence-based programs exist for this age group. The purpose of this project is to describe the development of a classroom-based intervention for early elementary classrooms, BEST in CLASS –Elementary (BiC-E), through an iterative development process designed to maximize feasibility of implementation, reduce risk for emotional and behavioral disorders (EBD), and promote sustainability in early elementary classroom settings.

 Method

Program development progressed through three stages. First, a Literature review identified teacher-delivered practices in programs targeting social, emotional and behavioral outcomes of young students (grades K-2) with and at-risk for EBD. These practices were then distilled into common practice elements (PEs) and teachers (n=12) rated PEs (Essential, Useful but not Essential, Not Useful). Second, three teacher focus groups focused on problem situations faced by teachers, further rating of PEs, and home-school communication. Seven family interviews focused on relationships with their children’s teachers, trust with school and desired communication strategies. Families and teachers provided further feedback on program manuals, training materials and the training process. Third, a pilot study was conducted with 10 teachers and 20 students, and pretest/posttest data were collected.

 Results

 The literature review identified a total of 25 PEs. Focus groups indicated that teachers experienced barriers to home communication, including parent incarceration and homelessness. Teachers communicated that supportive relationships and emotion regulation were areas in which they needed assistance, narrowing the list of PEs to eight. Teachers also desired autonomy in deciding which PEs they were coached on, and therefore BiC-E was designed to incorporate all eight PEs, but allowed teachers to choose four PEs to be coached on, and two to receive feedback on. Family interviews revealed that parents had some engagement with the school, but that this was limited by the time, energy and work. In addition, differences in behavioral management methods at home and at school impacted families’ relationships with teachers. These findings informed further development of the home school communication manual. Preliminary data of the pilot study will be presented, including pre and post direct observation data (teacher and student behaviors), and teacher/parent reports (e.g., CBCL; STRF).

 Conclusions

Findings from this study suggest that discussion with teachers and families may play a critical role in the development process of school-based interventions. Results from pre/posttest data will be examined to indicate future directions of BEST in CLASS-Elementary.