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Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

Version
1
Resource Type
Dataset : clinical data
Creator
  • Conroy, Maureen (Florida State University)
  • Sutherland, Kevin (Virginia Commonwealth University)
Publication Date
2018-01-02
Funding Reference
  • United States Department of Education. Institute of Education Sciences. National Center for Special Education Research
    • Award Number: R324A110173
Description
  • Abstract

    This study investigates the effectiveness of BEST in CLASS, a classroom-based indicated preventive intervention targeting young children at risk for EBD, in terms of producing clinically meaningful reductions of problem behaviors and improvements in social skills. A total of 185 early childhood teachers (92 in the treatment condition) and 462 young children (230 in treatment) participated in the study. Teachers completed rating scale measures of problem behaviors and social skills. The clinical significance of the findings indicated that the BEST in CLASS condition had a lower percentage of children with clinical or borderline range scores at posttest when compared with children in the control classrooms. The BEST in CLASS prevention model, clinically significant intervention outcomes, and prevention of EBD are discussed.
Temporal Coverage
  • 2011-01-01 / 2015-12-31
    Time Period: Sat Jan 01 00:00:00 EST 2011--Thu Dec 31 00:00:00 EST 2015
Sampled Universe
Preschool age children at risk for emotional-behavioral disabilities
Availability
Download

Update Metadata: 2018-12-18 | Issue Number: 1 | Registration Date: 2018-12-18

Conroy, Maureen; Sutherland, Kevin (2018): Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E107827V1