Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 6 |
| Since 2016 (last 10 years) | 15 |
| Since 2006 (last 20 years) | 30 |
Descriptor
Source
Author
Publication Type
| Journal Articles | 41 |
| Reports - Research | 17 |
| Reports - Descriptive | 14 |
| Information Analyses | 6 |
| Reports - Evaluative | 6 |
| Guides - Non-Classroom | 2 |
| Opinion Papers | 1 |
Education Level
| Early Childhood Education | 24 |
| Preschool Education | 9 |
| Elementary Education | 3 |
| Primary Education | 3 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Elementary Secondary Education | 1 |
Audience
| Teachers | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 3 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Battelle Developmental… | 5 |
| Student Teacher Relationship… | 2 |
| Classroom Assessment Scoring… | 1 |
| Organizational Climate… | 1 |
| Social Skills Improvement… | 1 |
| Teachers Sense of Efficacy… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkConroy, Maureen A.; Sutherland, Kevin S. – Beyond Behavior, 2012
Teachers of students with emotional/behavioral disorders (E/BD) have varied skills and abilities. Within the field there are some teachers, who teach students with E/BD by actively engaging them in learning tasks and who have few behavior problems in comparison to other teachers, who struggle with classroom management. Many researchers have found…
Descriptors: Teacher Effectiveness, Behavior Disorders, Behavior Problems, Teaching Methods
Download full textSutherland, Kevin S.; Conroy, Maureen A.; Vo, Abigail; Ladwig, Crystal – Grantee Submission, 2015
The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a…
Descriptors: Early Intervention, Early Childhood Education, Best Practices, Behavior Problems
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Cox, Julia R. – Journal of Early Intervention, 2013
Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…
Descriptors: Program Implementation, Emotional Disturbances, Behavior Disorders, At Risk Persons
Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James J.; Wilson, Reynolds E.; Martinez, Jose R.; Whalon, Kelly J. – Journal of Emotional and Behavioral Disorders, 2015
This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined…
Descriptors: Social Development, Early Intervention, Early Childhood Education, Best Practices
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Cox, Julia R. – Grantee Submission, 2013
Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…
Descriptors: Program Implementation, Emotional Disturbances, Behavior Disorders, At Risk Persons
Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James J.; Wilson, Reynolds E.; Martinez, Jose R.; Whalon, Kelly J. – Grantee Submission, 2014
This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined…
Descriptors: Early Intervention, Early Childhood Education, Best Practices, At Risk Students
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Abrams, Lisa M.; Smith, Meghan M. – Journal of Emotional and Behavioral Disorders, 2014
The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…
Descriptors: Psychometrics, Competence, Emotional Disturbances, Behavior Disorders
Best in Class: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings
Vo, Abigail K.; Sutherland, Kevin S.; Conroy, Maureen A. – Psychology in the Schools, 2012
As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…
Descriptors: Educational Strategies, Behavior Disorders, Intervention, Early Childhood Education
Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Abrams, Lisa M.; Smith, Meghan M. – Grantee Submission, 2014
The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP…
Descriptors: Psychometrics, Competence, Emotional Disturbances, Behavior Disorders
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Grantee Submission, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Alter, Peter J.; Conroy, Maureen A.; Mancil, G. Rich; Haydon, Todd – Journal of Behavioral Education, 2008
The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA (Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Section 1400 et seq, 1997). A variety of indirect and direct instruments have been developed to facilitate…
Descriptors: Functional Behavioral Assessment, Young Children, Comparative Analysis, At Risk Persons
BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings
Vo, Abigail; Sutherland, Kevin S.; Conroy, Maureen A. – Grantee Submission, 2012
As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…
Descriptors: Early Intervention, Early Childhood Education, Best Practices, At Risk Students
Fullerton, Elizabeth Kirby; Conroy, Maureen A.; Correa, Vivian I. – Behavioral Disorders, 2009
This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise…
Descriptors: Emotional Disturbances, Behavior Disorders, Young Children, Positive Reinforcement
Conroy, Maureen A.; Stichter, Janine P.; Daunic, Ann; Haydon, Todd – Journal of Special Education, 2008
Classrooms serving students with or at risk for emotional and behavioral disorders (EBD) are complex environments that include multiple interactions such as those between (a) students and teachers, (b) students and peers, and (c) temporally distant or concurrent classroom-setting factors and subsequent behavioral episodes. As a result, the…
Descriptors: Research Methodology, Emotional Disturbances, Behavior Disorders, Classroom Research
