BEST in CLASS significantly increased teachers' observed use of rules, precorrection, opportunities to respond, behavior-specific praise, corrective feedback, and instructive feedback with focal children¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a multisite cluster randomized trial, treatment effects on observed teacher practices (TCIDOS) were significant for all six BEST in CLASS practices, controlling false discovery rate at .05. → Maureen A. Conroy 2019

Evidence¶

Maureen A. Conroy 2019¶

Maureen A. Conroy, Kevin S. Sutherland, James Algina, Crystal Ladwig, Brittany Werch, Jose Martinez, Gabriel Jessee, Maria Gyure. (2019). Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality. School Psychology Review. https://doi.org/10.17105/SPR-2018-0003.V48-1

q3 · i? · causal · r2

Multisite cluster randomized trial of 186 early childhood teachers (92 BEST in CLASS, 94 comparison); TCIDOS partial-interval observations of teacher–child dyads at pretest and posttest analyzed with two-level models in Mplus. The article reports the treatment effect was significant for all TCIDOS variables, with adjusted means e.g. "AMB = .07 and AMC = .01 for behavior-specific praise".

"However, at posttest, teachers in the BEST in CLASS condition increased their use of rules, precorrection, behavior-specific praise, corrective feedback, and instructive feedback from pretest levels compared to the control condition."

Discussion¶

Related Claims¶

• BEST in CLASS reduced the percentage of children in the clinical or borderline range on all three C-TRF problem-behavior subscales — related
• Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related
• BEST in CLASS improved observed classroom quality on all three CLASS domains, with effect sizes .50 or larger — related
• The treatment effect on social skills was moderated by a significant Condition × Pretest × State interaction, significant only in State A — related
• BEST in CLASS raised teacher self-efficacy on all four TEBS subscales, with the Maintaining Positive Classroom Climate effect larger for teachers with lower pretest self-efficacy — related
• Child problem behavior was not associated with teacher implementation of BEST in CLASS — related