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Developmental Outcomes of Children Served in a Part C Early Intervention Program
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Elbaum, Batya; Celimli-Aksoy, Seniz – Infants and Young Children, 2022
In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity…
Descriptors: Educational Legislation, Federal Legislation, Students with Disabilities, Equal Education
Measuring Teacher Implementation of the "BEST in CLASS" Intervention Program and Corollary Child Outcomes
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Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James J.; Wilson, Reynolds E.; Martinez, Jose R.; Whalon, Kelly J. – Journal of Emotional and Behavioral Disorders, 2015
This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined…
Descriptors: Social Development, Early Intervention, Early Childhood Education, Best Practices
Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
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Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
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Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Grantee Submission, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education