Child problem behavior was not associated with teacher implementation of BEST in CLASS¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The hypothesis that child problem behavior would predict teacher delivery was not supported. → Sutherland et al. 2018

Evidence¶

Sutherland et al. 2018¶

Kevin S. Sutherland, Maureen A. Conroy, Bryce D. McLeod, James Algina. (2018). Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program. Prevention Science. https://doi.org/10.1007/s11121-017-0832-y

q3 · i? · associational · r2

Structural regressions using the C-TRF Externalizing scale as the child-level predictor in the 92-teacher, 231-child sample. No externalizing coefficient was significant for adherence or competence status or growth; no effect size is printed.

"Finally, our hypothesis that child problem behavior would be associated with teacher implementation of BEST in CLASS was not supported."

Discussion¶

Related Claims¶

• Teacher competence of BEST in CLASS delivery increased on average across the six implementation-phase observation points — related
• 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 — related
• Children's challenging behaviour, not ability (IQ), is the major source of demand on teachers, and one child's disruptive behaviour can reduce classmates' access to the educator — related