Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic.
School Ment Health
; : 1-14, 2022 Dec 20.
Article
in English
| MEDLINE | ID: covidwho-2175135
ABSTRACT
There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program's evidence-based practices with students 1-2 years after completing the program and in the context of the COVID-19 pandemic. It also examined teachers' perceptions of the impact of practice use on students' academic and social outcomes. Thirteen BEST in CLASS-Elementary teachers from elementary schools in two southeastern states in the USA where the program was implemented completed semi-structured interviews on the topic. Data were coded thematically, and the results indicated that over 50% of teachers reported using "rules," "supportive relationships," and "praise" frequently with their students. However, "precorrection" and "opportunities to respond" were reportedly used less often. Teachers also perceived that their use of these evidence-based practices was linked to increases in their students' academic engagement and academic performance and knowledge, improvements in students' behaviors, their relationships with teachers, and general comfort and self-confidence. The discussion highlights modality-specific patterns noted in the results that might influence sustainment and the implication of these findings for interventions and programs aimed at promoting positive behavioral outcomes for early elementary school students.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Prognostic study
/
Qualitative research
Language:
English
Journal:
School Ment Health
Year:
2022
Document Type:
Article
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