{"id":932,"date":"2013-11-08T20:28:19","date_gmt":"2013-11-09T01:28:19","guid":{"rendered":"https:\/\/education.ufl.edu\/best-in-class\/?p=932"},"modified":"2013-11-08T20:28:19","modified_gmt":"2013-11-09T01:28:19","slug":"early-childhood-teachers-use-of-effective-instructional-practices-and-the-collateral-effects-on-young-childrens-behavior","status":"publish","type":"post","link":"https:\/\/education.ufl.edu\/best-in-class-1\/2013\/11\/08\/early-childhood-teachers-use-of-effective-instructional-practices-and-the-collateral-effects-on-young-childrens-behavior\/","title":{"rendered":"Early Childhood Teachers&#8217; Use of Effective Instructional Practices and the Collateral Effects on Young Children&#8217;s Behavior"},"content":{"rendered":"<p>Conroy, M.A., Sutherland, K.S., Vo, A.K., Carr, S., &amp; Ogston, P.L. (2013)<\/p>\n<p>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 (including performance feedback) on teachers implementation and maintenance of the BEST in CLASS model practices. Next, we examined the effects of teachers&#8217; implementation of these practices on young children&#8217;s engagement and problem behaviors. Using a descriptive non experimental design, 10 teachers and 19 children received the intervention. Findings indicated that teachers&#8217; use of the BEST in CLASS practices including rules, pre correction, opportunities to respond, behavior-specific praise, and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained. In addition, children&#8217;s engagement increased while their problem behaviors decreased. Although these results are promising, the current investigation has limitations and the results should be viewed with caution.<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":119,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-932","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.0 (Yoast SEO v22.0) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Early Childhood Teachers&#039; Use of Effective Instructional Practices and the Collateral Effects on Young Children&#039;s Behavior - BEST in CLASS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/education.ufl.edu\/best-in-class-1\/2013\/11\/08\/early-childhood-teachers-use-of-effective-instructional-practices-and-the-collateral-effects-on-young-childrens-behavior\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Early Childhood Teachers&#039; 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