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. Following development, a feasibility study was 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).
Results and Conclusions: Results of feasibility testing indicated the web-based version of BEST in CLASS is a promising intervention when delivered by teachers in classrooms settings for the prevention of problem behavior demonstrated by young children. Additionally, coaches and teachers were able to deliver the intervention with fidelity. 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.