Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program
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Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders. Ninety-two early childhood teachers and 231 young children at-risk for emotional/behavioral disorders participated in the study. Latent growth curve analyses indicated that both adherence and competence of delivery increased across six observed time points. Results suggest that teacher education and initial levels of classroom quality may be important factors to consider when teachers deliver tier-2 (i.e., targeted to children who are not responsive to universal or tier-1 programming) prevention programs in early childhood settings. Teachers with higher levels of education delivered the program with more adherence and competence initially. Teachers with higher initial scores on the Emotional Support subscale of the Classroom Assessment Scoring System (CLASS) delivered the program with more competence initially and exhibited higher growth in both adherence and competence of delivery across time. Teachers with higher initial scores on the Classroom Organization subscale of the CLASS exhibited lower growth in adherence across time. Contrary to hypotheses, teacher self-efficacy did not predict adherence, and teachers who reported higher initial levels of Student Engagement self-efficacy exhibited lower growth in competence of delivery. Results are discussed in relation to teacher delivery of evidence-based programs in early childhood classrooms.
KeywordsEarly childhood Teacher delivery Problem behavior
This research was supported by a grant (R324A110173) from the U. S. Department of Education, Institute for Education Sciences, with additional support from an NIH/NCATS Clinical and Translational Science Award to the University of Florida UL1 TR000064 and Grant H325H140001 from the U.S. Department of Education, Office of Special Education Programs. The opinions expressed by the authors are not necessarily reflective of the position of or endorsed by the U. S. Department of Education.
Compliance with Ethical Standards
This research was supported by a grant (R324A110173) from the US Department of Education, Institute for Education Sciences, with additional support from an NIH/NCATS Clinical and Translational Science Award to the University of Florida UL1 TR000064. The opinions expressed by the authors are not necessarily reflective of the position of or endorsed by the US Department of Education.
Conflict of Interest
The authors declare that they have no conflict of interest.
All study procedures involving human participants were in accordance with the ethical standards of the researchers’ Institutional Review Boards and with the 1964 Helsinki Declaration and its later amendments of comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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