The Efficacy of an Early Childhood Classroom Intervention in Reducing Problem Behaviors

• In Event: Emotional and Behavioral Supports and Interventions

Abstract

The prevalence rates of young children at elevated risk for emotional and behavioral disorders (EBD) is a national health concern, with data indicating approximately 12% - 25% of young children display chronic problem behaviors. Many states have implemented early education programs that target preschool-age children who come from high risk backgrounds. Given the large number of children currently enrolled, there is a critical need for classroom-based interventions that address problem behaviors. Focused on improving social, emotional, and behavioral functioning, the BEST in CLASS intervention was shown to increase teachers’ use of effective behavioral and instructional strategies and self-efficacy. Improved teacher-child relationships leading to reductions in problem behavior and increases in positive teacher-child interactions were associated with the model.

Authors

• Kevin Sutherland, Virginia Commonwealth University

• Lisa M. Abrams, Virginia Commonwealth University

• Maureen Conroy, University of Florida

• Abigail Vo, Virginia Commonwealth University