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Reducing Child Problem Behaviors And Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of BEST in CLASS

NCJ Number
Early Childhood Research Quarterly Volume: 42 Dated: 2018 Pages: 31-43
Date Published
13 pages

The authors discuss research on teacher-child interactions, and specifically the effects of the BEST in CLASS intervention program.


Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem behaviors; however, Tier-2 interventions that can be delivered by teachers with fidelity in authentic settings are lacking. This study examined the effect of BEST in CLASS, a Tier-2 intervention delivered by teachers, on child problem behavior, teacher-child interactions and teacher-child relationships using a cluster randomized controlled trial design. Participants were 465 children, three to five years old, identified at risk for the development of EBDs and their 185 teachers from early childhood programs located in two southeastern states. Significant effects were found across both teacher-reported and observed child outcomes, as well as teacher-child relationships and observed teacher interactions with children, favoring the BEST in CLASS condition. Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior. Publisher Abstract Provided

Date Published: January 1, 2018