Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School

Autor/inn/en	Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere
Titel	Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
Quelle	In: Elementary School Journal, 119 (2019) 4, S.542-561 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Program Effectiveness; Evidence Based Practice; Risk; Student Experience; Outcomes of Education; Teacher Student Relationship; Educational Environment; Emotional Disturbances; Behavior Disorders; Behavior Problems; Preschool Children; Preschools; Parents; Early Childhood Education; Intervention + Suchen Sie Ihr Suchwort? Risiko; Studienerfahrung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gefühlsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns and improving students' early learning environments. The purpose of this article is to describe the iterative development of one such program, BEST in CLASS--Elementary, which has been adapted from an evidence-based program designed to reduce risk for emotional/behavioral disorders by improving teachers' interactions and relationships with preschool-age children with chronic problem behavior. Following a brief description of the parent program, 4 overlapping phases of intervention adaptation and development are described. Future directions for the intervention and applications of this iterative process to intervention development work and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01