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 description of the model, data from year […]

Sutherland, McLeod, Conroy, & Cox (2013). Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children’s behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment integrity measurement […]

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’ implementation and maintenance of instructional practices in early childhood classrooms and the corollary relationships […]

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 children at-risk for emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation […]

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 children’s problem behaviors often exist prior to entering school and become apparent as they interact with their […]