Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.

许多进入幼儿教育计划的幼儿表现出具有挑战性的行为，使他们面临情绪/行为障碍 (EBD) 的风险，这会影响他们未来在学校的成功。本研究的目的是通过检查 BEST in CLASS-Web 的儿童成果，对 BEST in CLASS 进行概念复制，这是一种基于网络的专业发展干预措施，支持教师使用有效的实践来改善幼儿的挑战性行为。参与者包括 29 名幼儿教师和 54 名被确定有 EBD 风险的儿童（3-5 岁）。发现 BEST in CLASS-Web 和 BEST in CLASS 在减少儿童的问题行为和与老师的冲突关系以及提高社交技能、参与度、与未接受干预的儿童相比，与老师的亲密程度。在某些情况下，与现场条件相比，当教师在网络条件下接受专业发展时，积极的儿童成果更大。讨论了未来的研究方向和影响。