Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes

by hari | Nov 8, 2013 | Uncategorized

Conroy, M.A., Sutherland, K.S., Wilson, R., Martinez, J., Whalon, K.J., & Algina, J.J. (2013) This study is part of a larger randomized efficacy trial examining the impact of BEST in CLASS, a tier 2 intervention. In this investigation, we examined teachers’...

Improving Interactions Between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach

by hari | Nov 8, 2013 | Uncategorized

Sutherland, K.S., Conroy, M., Abrams, L., & Vo, A. (2010) Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental...

Preliminary Psychometric Properties of the BEST in CLASS Adherence and Competence Scale

by hari | Nov 8, 2013 | Uncategorized

Sutherland, K.S., McLeod, B.D., Conroy, M.A. Abrams, L.M., & Smith, M.M (in press) The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs designed to improve the developmental outcomes of young...

BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings

by hari | Nov 8, 2013 | Uncategorized

Vo, A.K., Sutherland, K.S., & Conroy, M.A. (2012) As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charted with supporting a growing number of young children with chronic...

Preventing and Ameliorating Young Children’s Chronic Problem Behaviors: An Ecological Classroom-Based Approach

by hari | Nov 8, 2013 | Uncategorized

Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J. (2008) The number of young children who demonstrate chronic problem behaviors placing them at high risk for future development of emotional and behavioral disorders is increasing. These...