Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program

• Published in: Prevention science 2018-02, Vol.19 (2), p.186-196
• Main Authors: Sutherland, Kevin S., Conroy, Maureen A., McLeod, Bryce D., Algina, James, Kunemund, Rachel L.
• Format: Article
• Language: English
• Subjects: Adherence; At risk populations; Behavior problems; Child and School Psychology; Child, Preschool; Childhood; Children; Classrooms; Competence; Curriculum; Disorders; Early childhood education; Educational programs; Efficacy; Emotional support; Emotions; Health Psychology; Higher education; Humans; Medicine; Medicine & Public Health; Morality; Prevention; Prevention programs; Preventive Health Services; Problem Behavior; Public Health; Risk; Risk behavior; School Teachers; Schools; Scores; Self-efficacy; Social classes; Southeastern United States; Student participation; Students - psychology; Surveys and Questionnaires; Teacher education; Teacher Training; Teachers
• ISSN: 1389-4986; 1573-6695
• DOI: 10.1007/s11121-017-0832-y

Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders. Ninety-two early childhood teachers and 231 young children at-risk for emotional/behavioral disorders participated in the study. Latent growth curve analyses indicated that both adherence and competence of delivery increased across six observed time points. Results suggest that teacher education and initial levels of classroom quality may be important factors to consider when teachers deliver tier-2 (i.e., targeted to children who are not responsive to universal or tier-1 programming) prevention programs in early childhood settings. Teachers with higher levels of education delivered the program with more adherence and competence initially. Teachers with higher initial scores on the Emotional Support subscale of the Classroom Assessment Scoring System (CLASS) delivered the program with more competence initially and exhibited higher growth in both adherence and competence of delivery across time. Teachers with higher initial scores on the Classroom Organization subscale of the CLASS exhibited lower growth in adherence across time. Contrary to hypotheses, teacher self-efficacy did not predict adherence, and teachers who reported higher initial levels of Student Engagement self-efficacy exhibited lower growth in competence of delivery. Results are discussed in relation to teacher delivery of evidence-based programs in early childhood classrooms.