{"id":275,"date":"2010-10-12T04:22:58","date_gmt":"2010-10-12T09:22:58","guid":{"rendered":"http:\/\/pexeto.com\/anthology_wp\/?page_id=275"},"modified":"2026-10-05T13:44:08","modified_gmt":"2026-10-05T13:44:08","slug":"implementation","status":"publish","type":"page","link":"https:\/\/education.ufl.edu\/best-in-class\/implementation\/","title":{"rendered":"Implementation"},"content":{"rendered":"\n[et_pb_section fb_built=”1″ _builder_version=”4.24.0″ _module_preset=”default” background_image=”https:\/\/education.ufl.edu\/best-in-class\/files\/2017\/08\/shutterstock_280065215-1030×687.jpg” background_position=”top_center” background_vertical_offset=”42%” min_height=”500px” custom_padding=”38px||38px||true|” locked=”off” global_colors_info=”{}”][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.24.0″ _module_preset=”default” position_origin_r=”bottom_right” vertical_offset=”-168px” locked=”off” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.22.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.22.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.24.0″ _module_preset=”default” background_color=”#487f06″ background_image=”https:\/\/education.ufl.edu\/wp-content\/themes\/enfold\/images\/background-images\/ios-linen-light.png” locked=”off” global_colors_info=”{}”][et_pb_row _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_text_color=”#ffffff” header_text_color=”#ffffff” text_orientation=”justified” global_colors_info=”{}”]

About the Implementation<\/h1>\n

BEST in CLASS is implemented through three interactive components:<\/p>\n

    \n
  1. BEST in CLASS Teacher Workshop (or online modules)<\/li>\n
  2. BEST in CLASS Teacher Manual<\/li>\n
  3. BEST in CLASS Practice-based Coaching (in-vivo or web-based)<\/li>\n<\/ol>\n

    Additionally, effective strategies for enhancing Home-School Communication (HSC) are embedded throughout all components of the intervention, with an expanded HSC component included in the BEST in CLASS-Elementary project (referred to as Home-School Partnerships).<\/p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” header_2_font=”||||||||” header_2_text_color=”#075a92″ header_2_font_size=”22px” text_orientation=”justified” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]

    BEST in CLASS Teacher Workshop<\/h2>[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_orientation=”justified” global_colors_info=”{}”]

    The in-person BEST in CLASS intervention begins with a six-hour workshop that provides introductory information about the BEST in CLASS as well as detailed information on how to implement the practices with focal children. Participants in BEST in CLASS-Web are given access to web-based learning modules that provides the same information (e.g., including definitions of the practices, exemplar videos, and interactive knowledge checks).<\/p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” header_font=”|||on|||||” header_text_color=”#075a92″ header_font_size=”22px” header_2_font=”||||||||” header_2_text_color=”#075a92″ header_2_font_size=”22px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]

    BEST in CLASS Teacher Manual<\/h2>[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_orientation=”justified” global_colors_info=”{}”]

    The BEST in CLASS Teacher Manual helps extend teachers\u2019 knowledge about the BEST in CLASS practices and is used as a resource. Included within the BEST in CLASS Teacher Manual is an overview of each of the practices, guidelines for how to implement each practice with focal children in classrooms settings, strategies for how to communicate to children\u2019s caregivers about these practices for use at home, and the role of the BEST in CLASS coach.<\/p>[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” header_2_font=”|||on|||||” header_2_text_color=”#17a0db” header_2_font_size=”22px” header_3_font=”||||||||” header_3_text_color=”#3f7136″ header_3_font_size=”20px” text_orientation=”justified” global_colors_info=”{}”]

    Module 1: Rules<\/h3>\n
      \n\t
    • Describes the effective use of classroom rules to support children\u2019s compliance and appropriate behavior. Young children with challenging behavior can benefit from teachers having a few, short and simply worded classroom rules.<\/li>\n<\/ul>\n

      Module 2: Precorrection<\/h3>\n
        \n\t
      • Describes the effective use of precorrection to prevent children\u2019s challenging behaviors. Precorrection happens before transitioning to a new activity and lets the focal child know what to expect in upcoming activity and what specific behavior expectations exist for that activity.<\/li>\n<\/ul>\n

        Module 3: Opportunities to Respond (OTR)<\/h3>\n
          \n\t
        • Describes the effective use of opportunities to respond and enhanced instructional pacing to increase children\u2019s engagement, while decreasing their challenging behaviors. Focal children who are actively participating have less time to engage in challenging behaviors and teachers can focus on their instruction.<\/li>\n<\/ul>\n

          Module 4: Behavior Specific Praise (BSP)<\/h3>\n
            \n\t
          • Describes the effective use of behavior specific praise to increase children\u2019s appropriate behaviors. When teachers use BSP with a focal child, that child knows that they behaved in a way their teacher appreciates and they can identify a behavior that they can engage in to earn positive attention in the future.<\/li>\n<\/ul>\n

            Module 5: Corrective Feedback (CF)<\/h3>\n
              \n\t
            • Describes the effective us of corrective feedback to support children\u2019s learning and increase their correct responses and appropriate behaviors. Focal children can benefit from knowing when their behavior doesn\u2019t meet classroom expectations, or their answers aren\u2019t correct, so they can improve their response to the next opportunity to respond.<\/li>\n<\/ul>\n

              Module 6: Instructive Feedback (IF)<\/h3>\n
                \n\t
              • Describes the effective use of instructive feedback to expand high-risk children\u2019s learning of academic and behavioral concepts. For young children with challenging behavior, instructive feedback provides positive feedback for their positive behavior or correct response to a question and increases their opportunity to learn new information.<\/li>\n<\/ul>\n

                Module 7: Linking and Mastery (LM)<\/h3>\n
                  \n\t
                • Provides an overview of linking and mastering BEST in CLASS practices to ensure effective and continued use. Young children with challenging behavior can benefit from teachers linking the BEST in CLASS practices together to increase engagement and reduce problem behavior.\u00a0 When a teacher gives a rules reminder to a focal child, \u201cRemember our rule is\u2026\u201d, she can follow it with an opportunity to respond, \u201cCan you show me how you\u2026\u201d, and then deliver BSP as soon as the child demonstrates the requested behavior, \u201cI like the way you showed me\u2026\u201d.<\/li>\n<\/ul>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” header_2_font=”||||||||” header_2_text_color=”#075a92″ header_2_font_size=”22px” hover_enabled=”0″ locked=”off” global_colors_info=”{}” sticky_enabled=”0″]

                  BEST in CLASS Practice-Based Coaching<\/h2>[\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” text_orientation=”justified” global_colors_info=”{}”]

                  Along with the BEST in CLASS Teacher Workshop and the BEST in CLASS Teacher Manual, teachers receive 14 weeks of practice-based coaching (including performance feedback). Each teacher works collaboratively with a trained BEST in CLASS coach. The role of the coach is to provide technical assistance and support to the teachers in helping them enhance their use of the BEST in CLASS practices with identified focal children (i.e., children who have been identified as being \u201chigh risk\u201d for developing emotional\/behavioral disorders and who are participating in BEST in CLASS). Teachers participating in In BEST in CLASS can receive online coaching via ZoomTM<\/sup>\u00a0(video conferencing) and the TORSHTM\u00a0\u00a0<\/sup>online platform or coaching in person.<\/p>\n

                  Teachers and coaches meet weekly to develop an action plan for increasing and enhancing their use of the BEST in CLASS practices in their classroom. Following a focused observation, the coach and the teacher meet to review the teacher practice data, reflect on teacher practice, share performance feedback, discuss support strategies and to plan next steps. The coach also helps the teacher plan strategies for communicating with the focal children\u2019s caregivers about using of these strategies in their home.<\/p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":119,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[av_section min_height='custom' min_height_px='500px' padding='default' shadow='no-border-styling' bottom_border='no-border-styling' bottom_border_diagonal_color='#333333' bottom_border_diagonal_direction='' bottom_border_style='' id='feature-image' color='main_color' custom_bg='' src='https:\/\/education.ufl.edu\/best-in-class\/files\/2017\/08\/shutterstock_280065215-1030x687.jpg' attachment='1108' attachment_size='large' attach='scroll' position='center center' repeat='stretch' video='' video_ratio='16:9' overlay_enable='aviaTBoverlay_enable' overlay_opacity='0.8' overlay_color='' overlay_pattern='custom' overlay_custom_pattern='https:\/\/education.ufl.edu\/best-in-class\/files\/2013\/01\/gradient.png']\r\n[av_heading heading='Implementation ' tag='h1' style='blockquote modern-quote' size='' subheading_active='' subheading_size='15' padding='10' color='custom-color-heading' custom_font='#ffffff'][\/av_heading]\r\n[\/av_section]\r\n\r\n[av_section min_height='' min_height_px='500px' padding='default' shadow='no-border-styling' bottom_border='no-border-styling' bottom_border_diagonal_color='#333333' bottom_border_diagonal_direction='' bottom_border_style='' id='' color='main_color' custom_bg='' src='' attachment='' attachment_size='' attach='scroll' position='top left' repeat='no-repeat' video='' video_ratio='16:9' overlay_enable='aviaTBoverlay_enable' overlay_opacity='1' overlay_color='#487f06' overlay_pattern='{{AVIA_BASE_URL}}images\/background-images\/ios-linen-light.png' overlay_custom_pattern='']\r\n\r\n[av_heading tag='h2' padding='10' heading='About the Implementation' color='custom-color-heading' style='blockquote modern-quote' custom_font='#ffffff' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='custom' color='#ffffff']\r\nBEST in CLASS is implemented through three interactive components:\r\n

                    \r\n \t
                  1. BEST in CLASS Teacher Workshop (or online modules)<\/li>\r\n \t
                  2. BEST in CLASS Teacher Manual<\/li>\r\n \t
                  3. BEST in CLASS Practice-based Coaching (in-vivo or web-based)<\/li>\r\n<\/ol>\r\nAdditionally, effective strategies for enhancing Home-School Communication (HSC) are embedded throughout all components of the intervention, with an expanded HSC component included in the BEST in CLASS-Elementary project (referred to as Home-School Partnerships).\r\n[\/av_textblock]\r\n\r\n[\/av_section][av_one_full first min_height='' vertical_alignment='av-align-top' space='' custom_margin='aviaTBcustom_margin' margin='0px,50px' padding='0px' padding_sync='true' border='' border_color='' radius='0px' radius_sync='true' background_color='' src='' attachment='' attachment_size='' background_position='top left' background_repeat='no-repeat' animation='' mobile_display='']\r\n\r\n[av_heading tag='h2' padding='10' heading='BEST in CLASS Teacher Workshop' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nThe in-person BEST in CLASS intervention begins with a six-hour workshop that provides introductory information about the BEST in CLASS as well as detailed information on how to implement the practices with focal children. Participants in BEST in CLASS-Web are given access to web-based learning modules that provides the same information (e.g., including definitions of the practices, exemplar videos, and interactive knowledge checks).\r\n[\/av_textblock]\r\n\r\n[\/av_one_full][av_one_full first min_height='' vertical_alignment='av-align-top' space='' custom_margin='aviaTBcustom_margin' margin='0px' margin_sync='true' padding='0px' padding_sync='true' border='' border_color='' radius='0px' radius_sync='true' background_color='' src='' attachment='' attachment_size='' background_position='top left' background_repeat='no-repeat' animation='' mobile_display='']\r\n\r\n[av_heading tag='h2' padding='10' heading='BEST in CLASS Teacher Manual' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nThe BEST in CLASS Teacher Manual helps extend teachers\u2019 knowledge about the BEST in CLASS practices and is used as a resource. Included within the BEST in CLASS Teacher Manual is an overview of each of the practices, guidelines for how to implement each practice with focal children in classrooms settings, strategies for how to communicate to children\u2019s caregivers about these practices for use at home, and the role of the BEST in CLASS coach.\r\n

                    Module 1: Rules<\/h3>\r\n
                      \r\n \t
                    • Describes the effective use of classroom rules to support children\u2019s compliance and appropriate behavior. Young children with challenging behavior can benefit from teachers having a few, short and simply worded classroom rules.<\/li>\r\n<\/ul>\r\n

                      Module 2: Precorrection<\/h3>\r\n
                        \r\n \t
                      • Describes the effective use of precorrection to prevent children\u2019s challenging behaviors. Precorrection happens before transitioning to a new activity and lets the focal child know what to expect in upcoming activity and what specific behavior expectations exist for that activity.<\/li>\r\n<\/ul>\r\n

                        Module 3: Opportunities to Respond (OTR)<\/h3>\r\n
                          \r\n \t
                        • Describes the effective use of opportunities to respond and enhanced instructional pacing to increase children\u2019s engagement, while decreasing their challenging behaviors. Focal children who are actively participating have less time to engage in challenging behaviors and teachers can focus on their instruction.<\/li>\r\n<\/ul>\r\n

                          Module 4: Behavior Specific Praise (BSP)<\/h3>\r\n
                            \r\n \t
                          • Describes the effective use of behavior specific praise to increase children\u2019s appropriate behaviors. When teachers use BSP with a focal child, that child knows that they behaved in a way their teacher appreciates and they can identify a behavior that they can engage in to earn positive attention in the future.<\/li>\r\n<\/ul>\r\n

                            Module 5: Corrective Feedback (CF)<\/h3>\r\n
                              \r\n \t
                            • Describes the effective us of corrective feedback to support children\u2019s learning and increase their correct responses and appropriate behaviors. Focal children can benefit from knowing when their behavior doesn\u2019t meet classroom expectations, or their answers aren\u2019t correct, so they can improve their response to the next opportunity to respond.<\/li>\r\n<\/ul>\r\n

                              Module 6: Instructive Feedback (IF)<\/h3>\r\n
                                \r\n \t
                              • Describes the effective use of instructive feedback to expand high-risk children\u2019s learning of academic and behavioral concepts. For young children with challenging behavior, instructive feedback provides positive feedback for their positive behavior or correct response to a question and increases their opportunity to learn new information.<\/li>\r\n<\/ul>\r\n

                                Module 7: Linking and Mastery (LM)<\/h3>\r\n
                                  \r\n \t
                                • Provides an overview of linking and mastering BEST in CLASS practices to ensure effective and continued use. Young children with challenging behavior can benefit from teachers linking the BEST in CLASS practices together to increase engagement and reduce problem behavior.\u00a0 When a teacher gives a rules reminder to a focal child, \u201cRemember our rule is\u2026\u201d, she can follow it with an opportunity to respond, \u201cCan you show me how you\u2026\u201d, and then deliver BSP as soon as the child demonstrates the requested behavior, \u201cI like the way you showed me\u2026\u201d.<\/li>\r\n<\/ul>\r\n[\/av_textblock]\r\n\r\n[\/av_one_full][av_one_full first min_height='' vertical_alignment='' space='' custom_margin='' margin='0px' padding='0px' border='' border_color='' radius='0px' background_color='' src='' background_position='top left' background_repeat='no-repeat' animation='' mobile_display='']\r\n\r\n[av_heading tag='h2' padding='10' heading='BEST in CLASS Practice-Based Coaching' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nAlong with the BEST in CLASS Teacher Workshop and the BEST in CLASS Teacher Manual, teachers receive 14 weeks of practice-based coaching (including performance feedback). Each teacher works collaboratively with a trained BEST in CLASS coach. The role of the coach is to provide technical assistance and support to the teachers in helping them enhance their use of the BEST in CLASS practices with identified focal children (i.e., children who have been identified as being \u201chigh risk\u201d for developing emotional\/behavioral disorders and who are participating in BEST in CLASS). Teachers participating in In BEST in CLASS can receive online coaching via ZoomTM<\/sup> (video conferencing) and the TORSHTM\u00a0 <\/sup>online platform or coaching in person.\r\n\r\nTeachers and coaches meet weekly to develop an action plan for increasing and enhancing their use of the BEST in CLASS practices in their classroom. Following a focused observation, the coach and the teacher meet to review the teacher practice data, reflect on teacher practice, share performance feedback, discuss support strategies and to plan next steps. The coach also helps the teacher plan strategies for communicating with the focal children\u2019s caregivers about using of these strategies in their home.\r\n[\/av_textblock]\r\n\r\n[\/av_one_full]","_et_gb_content_width":"","footnotes":""},"class_list":["post-275","page","type-page","status-publish","hentry"],"yoast_head":"\nImplementation - 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\/implementation\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Implementation\" \/>\n<meta property=\"og:url\" content=\"https:\/\/education.ufl.edu\/best-in-class\/implementation\/\" \/>\n<meta property=\"og:site_name\" content=\"BEST in CLASS\" \/>\n<meta property=\"article:modified_time\" content=\"2026-10-05T13:44:08+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/education.ufl.edu\/best-in-class\/implementation\/\",\"url\":\"https:\/\/education.ufl.edu\/best-in-class\/implementation\/\",\"name\":\"Implementation - 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