BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is an evidence-based Tier 2 intervention for children at-risk for emotional/behavioral disorders. Several studies demonstrate that BEST in CLASS is associated with improved student behavioral outcomes and increased teacher implementation of evidence-based instructional practices in both early childhood and elementary settings (Washington-Nortey et al., 2022). A key component of the BEST in CLASS program is the use of coaching to support the implementation of the BEST in CLASS teacher practices in the classroom. While behavioral intervention coaching methods have been extensively evaluated using quantitative methods, few studies have applied qualitative methods to assess barriers and facilitators of the coaching process. The qualitative study presented here is part of a large-scale IES funded effectiveness replication trial of BEST in CLASS. Coach focus groups included questions about their work to implement BEST in CLASS with teachers and their interactions with program developers and their training staff. Developer focus groups included questions about their experiences with supporting coaches and their perceptions of implementation fidelity. Focus group data collected highlights local adaptations, the importance of goal setting, the need for simpler terminology in describing intervention practices, the utility of including those with intervention experience while training new staff, and the distinction between contrived and authentic strategy implementation.
Conference: American Educational Research Association Annual Meeting, Denver, CO
Presenters: Christen Park, Carl Sumi, Michelle Woodbridge, Dan Cohen, Elisa Garcia (SRI), Maureen Conroy (University of Florida), Kevin Sutherland (Virginia Commonwealth University)
Presentation Date: Saturday, April 26, 2025
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