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Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior

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References

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2003Parent training of toddlers in day care in low-income urban communities.

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242 cited

2010Prevalence of DSM-IV Disorder in a Representative, Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation208 cited

1998The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Prereferral Academic Intervention195 cited

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2019Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base72 cited
2018Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders56 cited
2019Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality56 cited
2014Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial52 cited
2013Measuring Implementation of Evidence-Based Programs Targeting Young Children at Risk for Emotional/Behavioral Disorders52 cited
2016A Replication by Any Other Name50 cited
2013The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners44 cited
2016Group Coaching on Pre-School Teachers’ Implementation of Pyramid Model Strategies37 cited
2018Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior36 cited
2017Teacher Competence of Delivery of BEST in CLASS as a Mediator of Treatment Effects28 cited