Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

中文翻译：

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班级最佳成绩对有问题行为的小学生成绩影响的初步研究

早期小学的学生问题行为与较少的学习机会，与老师的不良关系以及学术和行为问题有关，包括情绪/行为障碍（EBD）的风险增加。本研究使用随机对照试验设计，研究了班级最佳（班级最佳）（班级最佳）（教师进行的方法2干预）对学生问题行为，学业成绩，师生关系和课堂质量的影响。参加者有45名幼儿园到3年级的学生，这些学生被确定有发展EBD的风险，还有来自市区学区三所小学的26名老师。发现CLASS-E中的BEST可以减少老师报告的学生问题行为并增加师生亲密感。没有发现对学习成绩或整体课堂质量有影响。结果表明，最佳成绩有望在CLASS-E中作为教师在小学教室中进行的第二级干预。讨论了研究的意义和局限性。