Multi-level Determinants of Implementation and Sustainment in the Education Sector

Virginia Commonwealth University241 enrolled

Overview

The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.

The goal of this study is to help understand how to successfully implement and sustain evidence based programs (EBP) in the education sector. The study will look at how questions such as what teacher, program, and school characteristics impact sustainment of the EBP BEST in CLASS, what modifications to BEST in CLASS represent a sustained program, and how do teacher, program, and school characteristics influence sustainment of BEST in CLASS.

Study Type

INTERVENTIONAL

Allocation

Purpose

OTHER

Masking

NONE

Enrollment

241

Conditions

Evidence Based Programs in Schools

Interventions

BEST in CLASSBEHAVIORAL

BEST in CLASS is a Tier-2 evidence based program (EBP) that has demonstrated effectiveness at reducing children's Disruptive Behavior Problems (DBPs) and risk for Emotional and Behavioral Disorders (EBDs)

Eligibility

Sex: ALLMin age: 5 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: Teacher participants * teach in general education Kindergarten, 1st, 2nd, or 3rd grade * consent to participate * proficient in English * participated as a BEST in CLASS teacher who received coaching in the prior year Family participants * proficient in English * have a school-age child or children * consent to participate Children participants * enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom * proficient in English * at elevated risk for EBD * demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating * parental/guardian consent to participate Exclusion Criteria: Teacher participants * do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades * were not part of the BEST in CLASS intervention condition in the year prior * do not consent to participate * do not speak fluent English * do not have at least one student that meets the inclusion criteria Family participants * do not speak proficient English * do not provide consent * do not have elementary aged children will be excluded. Children participants * caregivers do not provide permission for participation * caregiver(s) do not speak proficient English * are not proficient in English * do not screen in as demonstrating risk for EBD

Locations (2)

University of Florida

Gainesville, Florida, United States

Virginia Commonwealth University

Richmond, Virginia, United States

Outcomes

Primary Outcomes

Change in Program Adherence

Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Adherence scale. The TIES-A is an 18 item scale of BEST in CLASS practices. Teachers are rated on the presence (use) of each practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 18 to 126. Higher scores are associated with greater adherence.

Time frame: baseline to 9 months

Change in Program Competence

Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Competence scale. The TIES-C is an 18 item scale of BEST in CLASS practices. For all practices observed (greated than 1 on the Adherence scale) teachers are rated on the competency of their use of the practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 0 to 126. Higher scores are associated with greater competence.

Time frame: baseline to 9 months

Change in student disruptive behavior problems

Student disruptive behaviors will be measured by the Social Skills Improvement System (SSIS) total problems scale. Higher scores represent more problem behaviors.

Time frame: Baseline to 9 months

Change in student prosocial behavior

Student prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Higher scores represent more prosocial behavior.

Time frame: Baseline to 9 months

Data from ClinicalTrials.gov

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