Introduction
The COVID-19 pandemic has posed unprecedented challenges for educators, especially those working with students at risk for emotional and behavioral disorders (EBD). As schools transitioned to online learning, the importance of sustaining evidence-based practices became more apparent. The research article "Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic" provides valuable insights into how teachers can continue to implement effective strategies even in less-than-ideal conditions.
Understanding the BEST in CLASS Program
BEST in CLASS is a Tier 2 intervention designed to enhance students' social-emotional and behavioral competence through positive teacher-student interactions. The program emphasizes the use of five key practices:
- Supportive Relationships
- Rules
- Precorrection
- Opportunities to Respond
- Praise
These practices aim to decrease problem behaviors and increase engagement, ultimately fostering a more conducive learning environment.
Research Findings: Sustained Use of Practices
The study explored whether teachers continued to use these practices one to two years after completing the BEST in CLASS program, particularly during the pandemic. Interviews with 13 teachers revealed that over 50% reported frequently using "rules," "supportive relationships," and "praise." However, "precorrection" and "opportunities to respond" were less commonly used.
Teachers perceived that the sustained use of these practices led to:
- Increased academic engagement and performance
- Improved student behavior and teacher-student relationships
- Enhanced student confidence and comfort
Implications for Practitioners
For practitioners aiming to improve their skills, the study underscores the importance of intentionality in using evidence-based practices. The findings suggest that even amidst challenging circumstances, such as the shift to online learning, teachers can successfully implement these strategies to achieve positive outcomes.
Practitioners are encouraged to focus on the following:
- Consistently applying supportive relationships and praise to foster a positive classroom environment.
- Utilizing rules and precorrection to set clear expectations and prevent challenging behaviors.
- Creating opportunities for students to respond, thereby increasing engagement and participation.
Encouraging Further Research
While the study provides valuable insights, it also highlights the need for further research to explore the long-term impact of these practices. Practitioners and researchers alike should consider investigating how these strategies can be adapted and sustained in various educational settings, including virtual environments.
Conclusion
The findings from the study offer a promising outlook for the sustainment of evidence-based practices in education. By embracing these strategies, educators can create supportive and effective learning environments for students at risk for EBD, even in the face of adversity.
To read the original research paper, please follow this link: Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic.
