ABSTRACT

The 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.

 抽象

本文的主要目的是回顾“最佳BEST in CLASS”（一项针对有情感和行为障碍风险的儿童的循证计划）如何与各种社会生态因素相互作用，以促进成功实施。回顾了两项一流研究中的最新发现（班级幼儿园的最佳成绩和班级小学的最佳成绩），它们涉及高质量实施的障碍和促进因素。讨论了在设计和评估干预措施时，应考虑到与教师在教室中提供干预措施有关的因素的重要性，特别是对于有情感和行为障碍风险的儿童以及有这种风险的儿童。提供了对未来研究和实践的启示。