Presentation

Replication Study of BEST in CLASS: Coaches’ perspectives on implementing an evidence-based practice in typical settings

Authors : Carl Sumi

BEST in CLASS is a tier 2 intervention to prevent and reduce challenging behaviors and promote appropriate behaviors in preschoolers. Through coaching, early childhood teachers are empowered to deliver evidence-based practices with children at risk for social-emotional and behavioral delays. In this presentation, we will share coaches’ perspectives about the successes and challenges they experienced … Continue reading Replication Study of BEST in CLASS: Coaches’ perspectives on implementing an evidence-based practice in typical settings

Effectiveness Replication of BEST in CLASS: Partnering with Early Childhood Programs to Evaluate a Tier 2 Behavioral Intervention Under Real World Conditions

Authors : Daniel Cohen

This presentation will describe the development of BEST in CLASS and discuss considerations for conducting large-scale effectiveness research in the context of partnerships with local early child education programs.

Effectiveness Study of Best in CLASS: A Tier 2 Intervention in Early Childhood Settings

Authors : Carl Sumi

(SPR 2023) This presentation provides an overview of the BEST in CLASS early childhood intervention along with the evidence base for BEST in CLASS and describes a systematic replication study currently being conducted.

Supporting Students with an SEL Intervention and a Secondary Level Trauma Intervention

Authors : Editorial Team

(APBS 2022) This presentation will describe the implementation of a primary prevention SEL program (Second Step) and a trauma‐informed intervention (Bounce Back) implemented in urban elementary schools. Outcomes from an RCT will be discussed.

Effectiveness of Tools for Getting Along: Teaching Students Problem-Solving Skills

Authors : Carl Sumi , Jennifer Nakamura

(NASP 2022) This presentation described results from an effectiveness study of the Tools for (NASP 2022) Getting Along (TFGA) social problem-solving program. Findings show robust positive effects of TFGA on social–emotional and behavioral outcomes of Grade 4 students in geographically and demographically diverse areas.

Talking to School Staff and Leaders about PBIS: Describing PBIS in a Simple and Logical Manner

Authors : Carl Sumi

(CA PBIS 2021) Sometimes it’s difficult to succinctly describe what it means to be a PBIS school. This presentation provided a big picture context for PBIS, breaking it down to its si

Effectiveness of Tools for Getting Along: Teaching Elementary School Students to Problem Solve

Authors : Carl Sumi , Jennifer Nakamura

(SREE 2021) This presentation described results from an effectiveness study of the Tools for Getting Along (TFGA) social problem-solving program. The findings from this effectiveness study indicate that the TFGA program has robust positive impacts across student demographics, geographic locales, and socio-economic levels.