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Teacher Competence of Delivery of BEST in CLASS as a Mediator of Treatment Effects

NCJ Number
School Mental Health Volume: 10 Issue: 3 Dated: 2018 Pages: 214-25
Kevin S. Sutherland; Maureen A. Conroy; Bryce D. McLeod; James Algina; Eleanor Wu
Date Published
12 pages

The authors consider the findings of a research study investigating treatment integrity and outcomes for the BEST in CLASS efficacy trial; they discuss their research implications, and directions for future research.


This study investigated if training and practice-based coaching in an evidence-based program was associated with higher observed treatment integrity (adherence and competence) and if these treatment integrity components were associated with teacher report of child behavioral outcomes in the BEST in CLASS efficacy trial. Participants were 462 children, identified as having problem behavior, and their 185 teachers. Teachers and focal children were randomly assigned to the intervention (teacher n = 92, children n = 230) or control condition (teacher n = 93, child n = 232). Results of a multilevel mediation analysis indicated that the BEST in CLASS intervention had a positive effect on teacher report of child problem behavior (SSIS-RS) and externalizing problems (C-TRF), as well as having a positive effect on teachers’ adherence and competence of delivery of the intervention. There was an indirect effect through competence of delivery for externalizing problems, but not problem behavior. No indirect effects for adherence were found. The paper provides a discussion of implications of these findings and directions for future research. Publisher Abstract Provided