Introduction
In their article, Conroy, Sutherland, Algina, Werch, and Ladwig (2018) demonstrate the importance of social-emotional learning (SEL), which involves emotional regulation, social skills, and behavioral control. As stated by the authors, SEL issues are associated with multiple negative effects, including the development of various disorders, especially emotional and behavioral ones (EBDs). Certain risk and resilience factors can mediate the relationship between SEL and EBDs, and the authors state that SEL issues should be addressed in early childhood through prevention measures that take such factors into account.
Purpose of the article
According to the authors, preventative EBD measures are not very common, especially when early childhood education is concerned. As a result, they present a study of a preventative program “BEST in CLASS.” The term is an abbreviation and stands for “Behavioral, Emotional, Social Training: Competent Learners Achieving School Success” (Conroy et al., 2018, p. 3). It is an early childhood program that targets the children who demonstrate problematic behaviors and is administered by teachers during usual classroom activities.
BEST consists of coaching and instruction and employs positive teacher-student interactions to decrease and prevent problematic behaviors. Conroy et al. (2018) examine the program for its clinical efficacy in reducing problem behaviors and improving social skills, which they describe as the desired SEL outcomes. Thus, the purpose of the studied article is to report the results of a randomized controlled trial (RCT) which tests the clinical efficacy of BEST as an intervention.
Methods Used
The study was an RCT that involved 78 programs; they served three to five-year-old children. A total of 185 teachers were recruited; they were randomly assigned to either use BEST in CLASS (92 teachers) or not (93 teachers). Thus, the intervention and comparison groups were formed. Children were included in the study if they were shown to be at risk of developing SEL problems and EBDs; 230 children attended the BEST in the CLASS group, and 232 were involved in the comparison one. The study lasted for four years, and the measurements of the children’s social skills and behaviors were carried out at the beginning and end of the period. The collected data were analyzed with the help of a transitional model.
Results or Findings
The findings suggest that the two groups of children demonstrated statistically significant differences in social skills and problem behaviors; the intervention group exhibited better results. In other words, the study indicates that BEST in CLASS can have a statistically significant positive impact on the behaviors and social skills of children who are at risk of acquiring EBDs, which is why it served as a preventative measure. Conroy et al. (2018) point out that there are limitations to their RCT; for example, they did not consider home behaviors. Still, the authors note that there are few studies on this topic, and their findings demonstrate that such interventions are feasible and should be investigated further.
Practical implications or Reflection
The primary practical implication of the study is that BEST in CLASS is a useful program that is proven to have a meaningful impact on children’s SEL outcomes. The authors also demonstrate the significance of paying attention to SEL problems in early childhood classrooms because of the negative effects that such issues can have when disregarded. As a result, this article has some value for my practice plans; it demonstrates that I need to look into effective and evidence-based solutions and find the means of implementing them. This way, I can ensure that my students receive the help they need to overcome their existing SEL issues and prevent future ones.
Reference
Conroy, M., Sutherland, K., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. AERA Open, 4(1), 1-16. Web.