Author ORCID Identifier
https://orcid.org/0000-0002-2114-4105 https://orcid.org/0000-0002-2114-410
Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Bryce McLeod, PhD
Abstract
Growing literature emphasizes the importance of examining modifications (i.e., responses to unforeseen challenges and deliberate changes to a program) made by implementers to understand the long-term outcomes of evidence-based programs (EBPs), particularly after formal implementation supports, such as training and coaching, are withdrawn. Although prior research has documented that they occur during implementation, less is known about whether modifications occur once external supports are no longer available, and if so, what types of modifications are made, and the rationale for them. This gap is especially salient in school settings for teacher-delivered interventions. To address this gap, this study used semi-structured interviews to determine whether teachers perceived modifying a school-based Tier 2 EBP, BEST in CLASS Elementary, after implementation supports were withdrawn, and to identify the types of modifications made and the reasons for them. Forty-four early elementary school teachers (59% of the teachers were between the ages of 26-45 years old, 68% were White, 7% Hispanic/Latinx, and on average had 11.64 years of teaching experience) from two southeastern states who had previously received training and coaching on BEST in CLASS Elementary were interviewed for this study after implementation supports ended. Semi-structured interviews were analyzed using deductive and inductive approaches via thematic analysis, guided by the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME). Most teachers reported making modifications. Common modifications reported by teachers included integrating elements from other programs or practices, “tweaking”, and reducing or omitting components of BEST in CLASS Elementary practices. Teachers identified that modifications were made to address student, organizational, provider, and family factors. The discussion highlights, in addition to categories included in the FRAME, for school-based research, other student-level factors (student-teacher relationship, external stress), teacher stress, and family factors may be important to consider. Overall, the findings indicate that teachers report actively modifying BEST in CLASS Elementary when implementing it independently. This underscores an important first step of systematically documenting post-implementation teacher-reported modifications to better understand their impact on program sustainability and effectiveness in real-world settings.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
7-13-2026