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Direct linkConroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Huang, Ke; Montesion, Alexandra – Journal of Early Intervention, 2022
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…
Descriptors: Faculty Development, Student Behavior, Behavior Problems, Program Effectiveness
Conroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Huang, Ke; Montesion, Alexandra – Grantee Submission, 2021
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…
Descriptors: Faculty Development, Student Behavior, Behavior Problems, Program Effectiveness
Sutherland, Kevin S.; Conroy, Maureen A.; Algina, James; Ladwig, Crystal; Jesse, Gabriel; Gyure, Maria – Grantee Submission, 2018
Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic…
Descriptors: Child Behavior, Behavior Problems, Teacher Student Relationship, Interaction
Sutherland, Kevin S.; Conroy, Maureen A.; Vo, Abigail; Ladwig, Crystal – Grantee Submission, 2015
The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a…
Descriptors: Early Intervention, Early Childhood Education, Best Practices, Behavior Problems
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Grantee Submission, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Conroy, Maureen A.; Sutherland, Kevin S.; Snyder, Angela; Al-Hendawi, Maha; Vo, Abigail – Beyond Behavior, 2009
Creating a positive and engaging classroom atmosphere is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviors from occurring. Teachers' responses to children's appropriate and problem behavior can help set the tone of the classroom environment. Creating positive interactions between a…
Descriptors: Feedback (Response), Positive Reinforcement, Classroom Environment, Teacher Student Relationship
