Development of BEST in CLASS-Web: A Targeted Early Childhood Intervention for Preventing Problem Behavior

Introduction: Many early childhood teachers lack the skills and knowledge needed to deliver evidence-based instructional practices in their classrooms to prevent or ameliorate problem behaviors. BEST in CLASS is a targeted (i.e., Tier 2) classroom-based intervention for young children at risk for emotional and behavioral disorders (EBD) focused on high-quality practice-based coaching to support teacher implementation of evidence-based instructional practices aimed at improving behavior. Findings from a randomized controlled trial of BEST in CLASS indicate it is effective at reducing problem behavior, increasing child engagement, and improving teacher-child interactions. The goal of this development study was to increase the accessibility, flexibility, usability, and scalability of BEST in CLASS by developing a web-based version that can be used efficiently and effectively by early childhood teachers working with young children at risk for EBD.

Methods: Using an iterative development process, data were gathered from multiple sources (i.e., teachers, administrators, and coaches) including feedback from focus groups, structured interviews, surveys, and implementation measures. Alpha, beta, and usability tests were conducted using the website and intervention materials to aid in the revision of content and technology functionality. A total of 12 teachers, 4 coaches, and 24 children participated in feasibility testing aimed at examining implementation fidelity (through teacher and coach observations) and outcomes (using teacher rating scales and teacher-child observations) and making final intervention revisions.

Results: Data gathered during the alpha, beta, and usability testing phases of the development process determined decisions made regarding content and technology changes. Results of feasibility testing indicated the web-based version of BEST in CLASS is a promising intervention for the prevention of early childhood challenging behavior.

Conclusions: This research has implications for the development of interventions that contribute to the effectiveness, adoption, and sustainability of evidence-based practices in authentic settings. In particular, this study has implications for the development of interventions using a web-based format, which may be considered more cost-efficient and scalable. The development of BEST in CLASS-Web addresses a critical and unique need given it focuses on a web-based professional development model that specifically increases teachers’ focused use of evidence-based practices to prevent young children’s problem behaviors in early childhood classrooms.