Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS) is a classroom-based intervention, delivered by teachers, which is designed to prevent emotional and behavioral disorders (EBDs The goal of the program is to reduce chronic problem behaviors and improve interactions and relationships between teachers and focal children (i.e., selected participants between ages 3 to 5) who attend early childhood programs and who are at risk for EBDs due to their display of elevated rates of problem behaviors in the classroom.
Clearinghouse and Evidence Level
Crime Solutions
The programs and practices presented on CrimeSolutions are identified, screened, reviewed, and rated using a standardized process. Programs are reviewed based on evaluations and practices based on meta-analyses that synthesize different evaluations, but those evaluations have to be sufficiently rigorous. Each screened program and practice is reviewed by two certified reviewers using objective scoring instruments. Ratings are assigned based on the consensus score, which is subject to a documented dispute resolution process when necessary. Learn more about the rating process form programs and practices.
Level 1
Strong evidence from at least one well-designed and well-implemented experimental study.
Quick Stats
Content Focus Area
School Climate and Supports
Grade Band
Early Childhood
Number of studies
3
Intervention Information
The information below provides details and characteristics of the intervention. The presented information is sourced from another clearinghouse. To learn more about the intervention, click through to the Source clearinghouse.
This page displays information on the population and settings in which studies were conducted on the intervention’s effectiveness. This means that the intervention has some level of positive evidence in the listed student populations and context. Remember to take your school’s context and population into consideration when selecting an intervention. Read more on selecting interventions.
| Resource Type | Program Evaluation | This presents the grade level of students represented in the reviewed studies for this intervention. On the OEBC, grade bands are categorized into four levels: Early Childhood (Birth-Age 5), Elementary School (Grades K-5), Middle School (Grades 6-8), and High School (Grades 9-12). |
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| Subject Area | Social Emotional | This refers to the school subjects: English Language Arts, Math, Science, and Social Studies. An intervention will be tagged with a subject if a reviewed study by the source clearinghouse has found that the intervention led to positive results in learning in that subject. |
| Setting |
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This presents the setting represented in the reviewed studies for this intervention. On the OEBC, setting has three categories: Rural, Urban, and Suburban. |
| Demographic |
| Demographic information refers to the student’s race/ethnicity and gender. It also includes information on subpopulations (e.g. Students with Disabilities, English Learners, Economically Disadvantaged, Justice Involved, and Foster Care). On the OEBC, an intervention is only tagged with demographic information if that intervention is specifically designed for, and has been reviewed on, that demographic. Please click through to the source clearinghouse to find total demographic breakdowns of all students who have taken part in a study on the intervention. |
| Training Needed | Listed | This indicates if the source clearinghouse has information on training needed to implement the intervention. | Length of Program or Delivery | Listed | This indicates if the source clearinghouse has information on how long the intervention takes to implement (e.g. session delivery time and/or how many days or weeks it takes to implement). |
| Cost | Not Listed | This indicates if the source clearinghouse has information on the cost to implement the intervention. |
| Effect Size | Not Listed | This indicates if the source clearinghouse provides an effect size for the intervention. Please visit the source clearinghouse to find the effect size and read more about the studies on this intervention. |
Studies Cited
- Conroy, Maureen A., Kevin S. Sutherland, James J. Algina, Reynolds E. Wilson, Jose R. Martinez, and Kelly J. Whalon. 2015. “Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes.” Journal of Emotional and Behavioral Disorders 23(3):144–55.
- Sutherland, Kevin S., Maureen A. Conroy, Bryce D. McLeod, James Algina, and Eleanor Wu. 2018a. “Teacher Competence of Delivery of BEST in CLASS as a Mediator of Treatment Effects.” School Mental Health 10(3):214–25.
- Sutherland, Kevin S., Maureen A. Conroy, James Algina, Crystal Ladwig, Gabriel Jessee, and Maria Gyure. 2018b. “Reducing Child Problem Behaviors And Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of BEST in CLASS.” Early Childhood Research Quarterly 42:31–43.