Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

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Measuring the Relationship Between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

Professional School Counseling ◽

10.1177/2156759x0001800109 ◽

2014 ◽

Vol 18 (1) ◽

pp. 2156759X0001800 ◽

Cited By ~ 2

Author(s):

Kaprea Johnson ◽

Michael D. Hannon

Keyword(s):

Academic Achievement ◽

Problem Behavior ◽

School Counselors ◽

Problem Behaviors ◽

The United States ◽

Multiple Informants ◽

Child Reports ◽

Student Problem Behavior ◽

The Relationship ◽

Student Problem

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were closely related on identification of problem behaviors. The authors discuss implications for how school counselors can utilize multiple informants.

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Measuring the Relationship Between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

Professional School Counseling ◽

10.5330/prsc.18.1.765r7j6272ml008k ◽

2014 ◽

Vol 18 (1) ◽

pp. 38-48 ◽

Cited By ~ 4

Author(s):

Kaprea Johnson ◽

Michael Hannon

Keyword(s):

Academic Achievement ◽

Problem Behavior ◽

School Counselors ◽

Student Problem Behavior ◽

The Relationship ◽

Student Problem

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A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Behavioral Disorders ◽

10.1177/01987429211010672 ◽

2021 ◽

pp. 019874292110106

Author(s):

Shannon Nemer McCullough ◽

Kristen L. Granger ◽

Kevin S. Sutherland ◽

Maureen A. Conroy ◽

Toshna Pandey

Keyword(s):

Problem Behaviors ◽

Self Efficacy ◽

Student Behavior ◽

Tier 2 ◽

Increased Risk ◽

Teacher Self Efficacy ◽

Grade 3 ◽

Tier 2 Intervention ◽

The Impact ◽

Class E

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect ( p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

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