Tools for Early Childhood Classrooms
The McLeod-Sutherland research team in the Institute has three active studies related to improving outcomes for preschool and early elementary students with problem behaviors.
Development and Validation of Treatment Integrity Measures of Classroom-Based Instructional Interventions in Early Childhood Settings
Funding: Institute of Education Sciences; Early Learning Programs and Policies (R305A140487)
The purpose of this project is to develop observational and teacher self-report treatment integrity measures designed to characterize the implementation of evidence-based instructional practices delivered by teachers in early childhood classrooms that target the social, emotional and behavioral outcomes of preschool children with problem behaviors.
BEST in CLASS - Elementary: A Preventative Classroom-Based Intervention Model
Funding: Institute of Education Sciences; Social and Behavioral Context for Learning Research Grants (R305A150246)
Investigators: Kevin S. Sutherland, Ph.D., Maureen A. Conroy, Ph.D., and Bryce McLeod, Ph.D.
The purpose of this project is to develop a model, BEST in CLASS – Elementary (BiC-E), that will have maximum feasibility of implementation, promise at reducing risk for behavioral difficulties and potential for sustainability in early elementary classroom settings.
BEST in CLASS - Web
Funding: Institute of Education Sciences; Social and Behavioral Outcomes to Support Learning Research Grants (R324A160158)
Investigators: Maureen A. Conroy, Ph.D., Kevin S. Sutherland, Ph.D., and Edward Feil, Ph.D.
The purpose of this project is to increase the accessibility, flexibility, usability and scalability of the BEST in CLASS (Behavioral, Emotional and Social Training: Competent Learners Achieving School Success) intervention by developing a web-based version that can be used efficiently and effectively by early childhood teachers working with young children identified at risk for emotional/behavioral disorders.