Multi-level Determinants of Implementation and Sustainment in the Education Sector

Study Overview
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Brief Summary
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The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.

Detailed Description
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The goal of this study is to help understand how to successfully implement and sustain evidence based programs (EBP) in the education sector. The study will look at how questions such as what teacher, program, and school characteristics impact sustainment of the EBP BEST in CLASS, what modifications to BEST in CLASS represent a sustained program, and how do teacher, program, and school characteristics influence sustainment of BEST in CLASS.

Official Title
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Multi-level Determinants of Implementation and Sustainment in the Education Sector

Conditions
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Evidence Based Programs in Schools

Intervention / Treatment
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* Behavioral: BEST in CLASS


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Teacher participants teach in general education Kindergarten, 1st, 2nd, or 3rd grade consent to participate proficient in English participated as a BEST in CLASS teacher who received coaching in the prior year Family participants proficient in English have a school-age child or children consent to participate Children participants enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom proficient in English at elevated risk for EBD demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating parental/guardian consent to participate Exclusion Criteria: Teacher participants do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades were not part of the BEST in CLASS intervention condition in the year prior do not consent to participate do not speak fluent English do not have at least one student that meets the inclusion criteria Family participants do not speak proficient English do not provide consent do not have elementary aged children will be excluded. Children participants caregivers do not provide permission for participation caregiver(s) do not speak proficient English are not proficient in English do not screen in as demonstrating risk for EBD

Ages Eligible for Study
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Minimum Age: 5 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Intervention Model: Single Group Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Implementation<br>Teachers will implement the BEST in CLASS treatment in their classrooms | Behavioral: BEST in CLASS<br>* BEST in CLASS is a Tier-2 evidence based program (EBP) that has demonstrated effectiveness at reducing children's Disruptive Behavior Problems (DBPs) and risk for Emotional and Behavioral Disorders (EBDs)<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in Program Adherence | Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Adherence scale. The TIES-A is an 18 item scale of BEST in CLASS practices. Teachers are rated on the presence (use) of each practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 18 to 126. Higher scores are associated with greater adherence. | baseline to 9 months | 
| Change in Program Competence | Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Competence scale. The TIES-C is an 18 item scale of BEST in CLASS practices. For all practices observed (greated than 1 on the Adherence scale) teachers are rated on the competency of their use of the practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 0 to 126. Higher scores are associated with greater competence. | baseline to 9 months | 
| Change in student disruptive behavior problems | Student disruptive behaviors will be measured by the Social Skills Improvement System (SSIS) total problems scale. Higher scores represent more problem behaviors. | Baseline to 9 months | 
| Change in student prosocial behavior | Student prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Higher scores represent more prosocial behavior. | Baseline to 9 months |