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This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. 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The intervention also showed a slight but nonsignificant effect on teachers’ causal attributions (p = .06).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595084,1792162377,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Preliminary Study of BEST in CLASS–Elementary on Teacher  \nSelf-Efficacy, Burnout, and Attributions  \nBehavioral Disorders 2022, Vol. 47(2) 84–94  \n© Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429211010672](DOI: 10.1177/01987429211010672)[ ](DOI: 10.1177/01987429211010672)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nShannon Nemer McCullough, PhD 1, Kristen L. Granger, PhD2,  \nKevin S. Sutherland, PhD2, Maureen A. Conroy, PhD3, and Toshna Pandey, MSc2  \nAbstract  \nStudent problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.  \nKeywords  \nteacher self-efficacy, teacher burnout, teacher attributions  \nLong-term academic, social, and behavioral outcomes are often set for students in the early years of school. Yet it is estimated that up to 30% of students enter school with behavioral challenges (Forness et al., 2012; Howes et al., 2008; Myers & Pianta, 2008; Ringeisen et al., 2017) that can shape their educational experiences (Spilt et al., 2012) and increase their long-term risk for behavioral difficulties (Conroy et al., 2008) . This risk tends to increase over time (Broidy, 2003) as children who begin school with problem behavior often develop negative interaction patterns, with teachers struggling to manage students’ classroom behavior (O’Connor et al., 2011) . Although problem behaviors have been connected to teacher burnout, negative emotions, and stress (Hart & DiPerna, 2017), few teacher preparation programs adequately prepare educators to address problem behavior in the classroom (O’Conner et al., 2017; Sutherland et al., 2008) . In place of evidence-based practices that can be used to increase student learning opportunities and de-escalate problem behavior, teachers often rely on negative feedback and reprimands in the classroom (Downs et al. , 2019; Gable et al., 2009; McClowry et al., 2013), which can lead to continued cycles of negative interactions between teachers and students, and seriously impact students’ future academic, social, and behavioral outcomes (Brock et al., 2008). Thus, to improve  \nthe long-term outcomes for these students, there is a critical need for preventive and targeted interventions implemented by teachers in classroom settings and aimed at addressing both chronic problem behavior and the cycle of negative teacher–student interaction patterns.  \nElementary Professional Development Research  \nGiven the limitations of preservice teacher preparation programs in adequately ensuring that teachers are skilled at dealing with behavior problems, researchers and school leaders have examined alternative strategies for preparing teachers to manage problem behaviors in the classroom (Hart & DiPerna, 2017) . Along with the development of classroom-based interve","cbCaiexWkZkLyRZY","https://ap.wps.com/l/cbCaiexWkZkLyRZY","pdf",415606,11,"English","# Abstract\n## Study purpose and rationale\n## Participants and intervention (BEST in CLASS–Elementary)\n## Outcomes and key findings\n## Implications and limitations","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study examines how BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, affects teacher self-efficacy, burnout, and attributions for student behavior.\"},{\"question\":\"Who participated in the study?\",\"answer\":\"The study involved 45 kindergarten to Grade 3 students identified as at risk of EBD and their 26 teachers from three elementary schools in an urban school district.\"},{\"question\":\"What were the key findings for teacher outcomes?\",\"answer\":\"Teacher self-efficacy and burnout changes were nonsignificant overall, but the BEST in CLASS-E condition reported less emotional exhaustion than the control condition. The intervention also showed a slight but nonsignificant effect on teachers’ causal attributions (p = .06).\"}]","A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions - Abstract | PDF",1792080404,28]