Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior

Student responsiveness’s role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to ass...

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Bibliographic Details
Published in:Prevention science 2023-07, Vol.24 (5), p.974-984
Main Authors: Sutherland, Kevin S., Granger, Kristen, Conroy, Maureen A., McLeod, Bryce D., Broda, Michael, Vallarta, Natalie, Rosas, Albert
Format: Article
Language:English
Subjects:
Academic achievement
Behavior
Behavior Change
Behavior Problems
Child and School Psychology
Classrooms
Clinical trials
Competence
Educational Personnel
Emotions
Health Psychology
Humans
Intervention
Medical research
Medicine
Medicine & Public Health
Outcomes of Treatment
Problem Behavior
Program Effectiveness
Public Health
Randomized Controlled Trials as Topic
Responses
Responsiveness
Role
School Teachers - psychology
Schools
Social classes
Student Reaction
Student teacher relationship
Students
Students - psychology
Teacher Behavior
Teacher Role
Teachers
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Summary:Student responsiveness’s role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers’ attempts to engage them in the intervention, particularly for students with problem behaviors that may impede teachers’ attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness. Delivery of BEST in CLASS and student responsiveness were assessed through direct observations and teachers’ reported measures. Results suggest that teacher adherence and competence in delivering BEST in CLASS practices was associated with reductions in problem behavior from pretest to post-test via student responsiveness. Limitations of the current study and implications for future research are discussed.
ISSN:1389-4986
1573-6695
DOI:10.1007/s11121-023-01537-x