最佳实践
心理干预
心理学
班级(哲学)
风险学生
干预(咨询)
班级规模
质量(理念)
发展心理学
应用心理学
数学教育
计算机科学
哲学
人工智能
经济
精神科
管理
认识论
作者
Kristen L. Granger,Kevin S. Sutherland,Maureen A. Conroy,Allyse A. Hetrick,Elizabeth Pike Parnell
出处
期刊:Exceptionality
[Informa]
日期:2020-02-18
卷期号:28 (3): 209-221
被引量:1
标识
DOI:10.1080/09362835.2020.1727335
摘要
ABSTRACTThe primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in CLASS- Elementary) are reviewed in relation to barriers and facilitators of high quality implementation. The importance of taking into account factors associated with teacher delivery of interventions in classrooms, particularly for children with and at-risk for emotional and behavioral disorders, when designing and evaluating interventions is discussed. Implications for future research and practice are provided.
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