Project Activities
The project will use a randomized controlled trial (RCT) with 360 children identified as at risk for social or emotional developmental delays who attend Head Start programs in California, Florida, and Virginia.
Structured Abstract
Setting
The research will take place in diverse Head Start service areas in suburban and urban communities in California, Florida, and Virginia.
Sample
The sample comprises 140 Head Start centers, 180 teachers, and 360 children (ages 3-5) identified as at risk for delays in social or emotional development.
Intervention
BEST in CLASS is a strengths-based, manualized intervention model that targets the prevention and amelioration of problem behaviors demonstrated by young children at risk for or with emotional/behavioral disorders in early childhood classrooms. This intervention combines evidence-based behavioral strategies with a coaching model designed to optimize implementation by teachers of preschool-age children. Intervention components include seven teacher learning modules and a coaching model. The modules include: (1) Basics of Behavior and Development; (2) Home-School Communication; (3) Rules, Expectations, and Routines; (4) Behavior Specific Praise; (5) Precorrection and Active Supervision; (6) Opportunities to Respond and Instructional Pacing; and (7) Teacher Feedback. The coaching model provides comprehensive instructions for coaches to support and enhance teachers' acquisition, implementation, and maintenance of the intervention strategies. Participating teachers receive a 1-day overview training followed by 14 weeks of classroom-based coaching
Research design and methods
Researchers will use a multisite clustered RCT, blocking by sites across three cohorts. Teachers will be the unit of random assignment. Within sites (Head Start centers), teachers will be randomized to BEST in CLASS or comparison condition. Cohorts (consisting of 30 intervention and 30 BAU teachers each) will participate in the study for one year, resulting in a total of 90 intervention and 90 BAU teacher participants. The immediate and short-term (i.e., one month following participation) effects of BEST in CLASS will be evaluated.
Control condition
The comparison condition consists of business-as-usual Head Start classrooms with teachers who will not receive BEST in CLASS training and practice-based coaching.
Key measures
Children's social, emotional, and behavioral problems and competencies The Social Skills Improvement System and the Caregiver-Teacher Report Form. Children's preacademic skills will be measured with the Bracken Basic Concept Scale: Receptive. Researchers will use the Classroom Assessment Scoring System, Pre-K to observe teachers' instruction and classroom quality. Teacher-child interactions and relationships will be observed with the Teacher-Child Interactions Direct Observation System, the Individualized Classroom Assessment Scoring System, and the Student Teacher Relationship Scale. Teacher self-efficacy will be assessed with the Teachers' Sense of Self-Efficacy Scale and Teachers' Efficacy Beliefs System–Self. Classroom characteristics as well as teacher and child demographics will also be collected. The team will also collect measures of cost, cost-effectiveness, and implementation fidelity.
Data analytic strategy
Researchers will conduct two-level hierarchical linear modeling to account for the multilevel, nested data. These analyses will include child and teacher covariates to reduce residual error and increase power. Analysis of covariance will be used to estimate program impact on teacher outcomes, controlling for baseline scores and other demographic characteristics. To test for mediators, structural equation modeling, test complete models, and partial mediation models will be used. to test for moderators, appropriate within- and cross-level intervention-by-covariate interaction terms will be added to the multilevel models.
Cost analysis strategy
Researchers will use the ingredients method to account for the total and net costs incurred during implementation, gather opportunity costs in both study groups, and derive a cost-effectiveness ratio to clarify the resources needed to produce the intervention's intended effects.
People and institutions involved
IES program contact(s)
Products and publications
Products: This project will result in evidence of the efficacy of BEST in CLASS when implemented under routine conditions for young children in Head Start programs, as well as information about the cost and cost-effectiveness of the program. The project will also result in a final dataset to be shared, peer-reviewed publications and presentations, and additional dissemination products that reach education stakeholders, such as practitioners and policymakers.
Related projects
Supplemental information
Co-Principal Investigator: Woodbridge, Michelle
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.