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The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.

Daniel A Waschbusch·William E Pelham·Greta Massetti
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Abstract

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.

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AchievementAttention Deficit Disorder with HyperactivityAttention Deficit and Disruptive Behavior DisordersChildChild, PreschoolDemographyFemaleHumansInterpersonal RelationsMaleObserver VariationPeer GroupPilot ProjectsProgram DevelopmentSchool Health ServicesSeverity of Illness IndexSocial BehaviorSocial EnvironmentSocioeconomic FactorsTreatment OutcomeJournal ArticleRandomized Controlled TrialResearch Support, Non-U.S. Gov't

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Daniel A Waschbusch, William E Pelham, Greta Massetti. 2005. The Behavior Education Support and Treatment (BEST) school intervention program: pilot project data examining schoolwide, targeted-school, and targeted-home approaches.. https://doi.org/10.1177/1087054705279999

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