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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program
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Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program

机译：与教师交付相关的基于教室的Tier 2预防计划相关的因素

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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.
机译：教师有时会努力提供旨在预防和改善具有完整性的幼儿的长期问题行为的基于证据的计划。因此，识别与交付数量的变化相关的因素是该领域的重要目标。本研究研究了与课堂上最好的教师治疗完整性相关的因素，这是为幼儿为患有情绪/行为障碍而设计的幼儿设计的一级预防计划。九十两位早期的童年教师和231名幼儿在学习中参加了情感/行为障碍的风险。潜在的生长曲线分析表明，交付的依从性和竞争力增加了六个观察时间点。结果表明，教师教育和课堂质量的初始水平可能是考虑当教师交付Tier-2（即，针对普遍或第1层编程）预防计划在幼儿环境中的预防计划的重要因素。具有更高水平教育的教师，最初提供了更加坚定和竞争力的程序。课堂评估系统（类）情感支持船只初始评分的初始评分更高的教师将该计划发出更高的竞争力，并在跨时交货的依从性和竞争力展出了更高的增长。课堂组织初始评分较高的教师班级的课程阶段较低的增长较低。与假设相反，教师自我效力并未预测依从性，报告初始学生参与自我效能的教师表现出较低的交付能力增长。结果是关于幼儿课堂上的循证计划的教师提供的。

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