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

Not Applicable

Recruiting

• Conditions: Evidence Based Programs in Schools
• Interventions: Behavioral: BEST in CLASS

• Registration Number: NCT04430010
• Lead Sponsor: Virginia Commonwealth University

Brief Summary

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

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.

Study Timeline

• Study First Submitted: 2020-06-10
• Study First Submitted QC: 2020-06-10
• Study First Posted: 2020-06-12
• Study Start: 2021-10-01
• Status Verified: 2025-02
• Last Update Submitted: 2025-02-28
• Last Update Posted: 2025-03-03
• Primary Completion: 2025-06-30
• Study Completion: 2025-06-30

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 588

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

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: SINGLE_GROUP

Arm && Interventions

Group	Intervention	Description
Implementation	BEST in CLASS	Teachers will implement the BEST in CLASS treatment in their classrooms

Primary Outcome Measures

Name	Time	Method
Change in Program Adherence	baseline to 9 months	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.
Change in Program Competence	baseline to 9 months	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.
Change in student disruptive behavior problems	Baseline to 9 months	Student disruptive behaviors will be measured by the Social Skills Improvement System (SSIS) total problems scale. Higher scores represent more problem behaviors.
Change in student prosocial behavior	Baseline to 9 months	Student prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Higher scores represent more prosocial behavior.

Trial Locations

Locations (2)

University of Florida; 🇺🇸 Gainesville, Florida, United States

Virginia Commonwealth University; 🇺🇸 Richmond, Virginia, United States