Students’ early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns and improving students’ early learning environments. The purpose of this article is to describe the iterative development of one such program, BEST in CLASS–Elementary, which has been adapted from an evidence-based program designed to reduce risk for emotional/behavioral disorders by improving teachers’ interactions and relationships with preschool-age children with chronic problem behavior. Following a brief description of the parent program, 4 overlapping phases of intervention adaptation and development are described. Future directions for the intervention and applications of this iterative process to intervention development work and research are discussed.

中文翻译：

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为早期小学调整循证幼儿 Tier 2 计划

学生的早期学校经历对关键的学业和社会/行为成果具有重大而长期的影响。既能提高师生积极互动的数量和质量，又能减少师生消极互动频率的循证计划对于改变消极模式和改善学生的早期学习环境至关重要。本文的目的是描述一个这样的项目的迭代开发，BEST in CLASS–Elementary，它改编自一个循证项目，旨在通过改善教师与学前班的互动和关系来降低情绪/行为障碍的风险。 -年龄有慢性问题行为的儿童。在简要描述父程序之后，描述了干预适应和发展的 4 个重叠阶段。讨论了这种迭代过程在干预开发工作和研究中的干预和应用的未来方向。