The Incredible Years® Blog


Leave a comment

Incredible Years Implementation in Hong Kong

parent-group-photo-1-blurred-for-I.Y

Maureen Kong received her doctorate from the University of Hong Kong in August 2014.

Her dissertation was an evaluation of the Incredible Years BASIC Parenting Program in a community clinic setting in Hong Kong. Parents of 52 preschool children with developmental delays were randomly assigned to either the IY program or waitlist control.

Assessments included self and spouse reports and video coding of parent-child interactions.  

pg2

Results indicated significantly more frequent positive parent-child interactions during observed structured play, reports of less parental stress, improvements in parenting practices according to spouses/kin, and fewer child oppositional behaviors by parents and spouses/kin. Parent attendance rate and program and satisfaction was high.  

This paper is currently under review. Once it has been published it will be included in our research library.


Leave a comment

Preschool Curriculum Consumer Report Shows Effectiveness of Incredible Years Classroom Program

secoverpageThe National Center on Quality Teaching and Learning (NCQTL) recently released their 2015 Social Emotional Preschool Curriculum Consumer Report. This report serves as a guide for Head Start programs to assist them in selecting a social emotional curriculum for their classrooms. Seven different evidence-based programs were presented and evaluated against NCQTL’s twelve components of an effective social-emotional preschool curriculum. The Incredible Years® Classroom Dinosaur Curriculum is among the programs reviewed in the report, which highlights the positive impact of implementing IY in a classroom setting!

The twelve components used to evaluate each program are thoroughly explained in the full report, which can be found here. Each program is ranked on a scale of “No Evidence,” “Minimal Evidence,” “Some Evidence,” and “Solid, High-Quality Evidence” for each component.

Incredible Years Classroom Dinosaur School was found to have “Some Evidence” or “Solid, High-Quality Evidence” for nearly all of the twelve components! The program ranked particularly high in areas of comprehensiveness, depth for covered social, emotional and learning elements, well-designed learning activities, responsive teaching, and family involvement materials. Download a PDF of the entire Incredible Years report here, or access the full downloadable report online to learn more about the programs evaluated and how Incredible Years can be used to teach social, emotional, and academic skills in a classroom setting.


Leave a comment

European Incredible Years® (EIY) Network for Implementation and Research in Incredible Years (Written by Carolyn Webster-Stratton)

European IY group_2746Thirty-two people from Norway, Denmark, Estonia, Finland, Netherlands, Portugal, Scotland, Slovenia, England and Wales met late May in Bergen, Norway to discuss new research with IY programs and dissemination principles. I (Carolyn) am delighted to meet these researchers, administrators and IY mentors and to talk with them about grant deadlines, translations, research measures and new studies.

IMG_9080 cropped

There are many presentations about promising new studies. Brenda Renz, IY parent mentor from Scotland, describes their plan for motivating high risk parents of 4-year old children by providing IY Basic Parent Training. 786 families have been enrolled and pre, post–data shows that 81% of parents had improved behavior problem scores and 62% of children had moved out of the clinical range.

Marija Anderluh, a child psychiatrist from Slovenia, discussed her efforts to bring the Incredible Years parent program to her country. Already 20 groups leaders have been trained and they are offering 10 parent groups!

Frances Gardner from Oxford University presented pooling data from 14 trials across Europe about who benefits the most from IY Parenting programs to reduce disruptive child behavior. She discussed the effects of poverty, joblessness, parent mental health, child comorbid problems, ethnicity and geographical location on outcomes.

Piia Karjalainen presented her doctoral research design to evaluate the IY Parent program for child welfare referred families.

IMG_9074 croppedFinally, I am able to introduce Wally’s mother, Carmen Communicator, to present information about the birth of three new Incredible Years® programs – one for day care providers of young children (1-5 years), another for parents with children on the autism spectrum, and a third for preschool teachers working with children with language delays as well as children on the spectrum.

aims-and-tasks
The European IY Network (EIY Network) is comprised of IY implementors, researchers, and IY experts from across Europe. The EIY Network aims to do the following:

  • Network with each other to form a supportive IY community throughout Europe to promote IY implementation with fidelity.
  • Share idea and experiences with implementation and research in IY series.
  • Generate and expand upon new ideas and initiatives, and apply for funding, in order to contribute to future research of IY.
  • Share expertise and experiences of IY to inform policies and practice in their own countries.
  • Discuss needs and opinions in order to devise common formulations, and bring those to the attention of the Incredible Years® Headquarters in Seattle.

This is an exciting group and I am so pleased to see how they have taken the collaborative process to the next level. The pooled data study Frances presented points the way to how collaborative research can enhance our understanding of how IY programs can help families of all cultures, ethnicities and socio-economic backgrounds.

Written by Carolyn Webster-Stratton
IMG_9093


1 Comment

Children and Parents Service (CAPS) : “Early Years: Social and Emotional Wellbeing” awarded Best Practice – Congratulations!

CAPS-blog-postAs of January 2015, Children and Parents Service (CAPS) in Manchester has been published as a model of best practice for “Early Years: Social and Emotional Wellbeing” by the National Institute of Health and Care Excellence (NICE).

CAPS is a citywide, multi-agency early intervention service which delivers effective evidence based interventions including Incredible Years® parent programs to preschool children and their families. The service is a partnership between the NHS, Manchester City Council and voluntary sector Family Action. The service has been delivered across Manchester for over 15 years, employing over 50 people.
Caroline White & Maxine Crawley

Caroline White & Maxine Crawley

Over the past year this partnership has led to successful delivery of 31 Incredible Years® parent courses to 279 parents of 0 to 4 year old children, showing clinical improvements in both child behavior as well as parent depression and stress. The program reached 822 children in high risk families. This innovative outreach model has led to the continued successful engagement of the most vulnerable families, resulting in more parents working full and part-time, studying, and doing voluntary work. This partnership team is to be congratulated on their outstanding work delivering evidence-based programs such as Incredible Years® and Family Partnership model.

South CAPS Team

South CAPS Team

CAPS was recently published by the National Institute of Health and Care Excellence (NICE) as a model of best practice for Social and Emotional Wellbeing. NICE are a national organization, set up by government and independent of them, to review all international research on a range of physical and mental health problems with a view to writing guidance about the most effective treatments and interventions and the way in which they should be delivered. Their guidance hugely influences national and local policy, commissioners and strategic leads.

North CAPS Team

North CAPS Team

CAPS is extremely proud to have been chosen as a model of best practice highlighting the key elements of success, which include the following:

  • Delivering interventions to model fidelity
  • Use of standardized, valid and reliable measures (those used in the research) to measure child and parent outcomes.
  • Ensuring all practitioners achieve accreditation as IY parent group leaders, with all four levels of accreditation in the service (peer coaches, mentors and trainer)
  • High commitment to accredited, frequent and regular supervision
Central CAPS Team

Central CAPS Team

CAPS has also recently played a key role in the development of an Early Years pathway for all 0-5 year olds across Greater Manchester (10 local authorities) with a population of 2.7 million. The pathway outlines an entirely new redesign for all services of under five year olds and highlights Incredible Years® as one of only a few evidence based interventions that services should be delivering to families. In practice this is a large scale up and CAPS is leading on the workforce development required for such an ambitious project (even more impressive, all of this has been achieved during a sustained period of unprecedented cuts to public services).

Congratulations CAPS!
– The Incredible Years Team

(Blog post contributed to by Carolyn Webster-Stratton, IY Developer, and Caroline White, Head of CAPS Early Intervention and Accredited IY Trainer.)


Leave a comment

Positive Outcomes of Incredible Years® Parent/Child Program Implementation in Pennsylvania

family-blogThe Incredible Years® (IY) Series is implemented in a wide range of organizations all over the world. One organization in Pennsylvania, EPIS Center, has just released exciting results from the Pennsylvania Commission on Crime and Delinquency funded providers of the implementation of the IY Parent and Child programs from 2013-2014.

Parents attended IY Parenting Classes to increase positive parenting practices including play, coaching methods, praise, problem-solving, limit setting, and more.

Additionally, children in one group received Classroom Dinosaur School – a prevention program delivered to a large group of children, teaching them social and emotional skills, academic skills, problem-solving, etc.

A second child group received Small Group Dinosaur School – a treatment program for children with diagnosed behavior or conduct problems – where a more targeted and intensive approach is taken in the program delivery.

episcenterquote12EPIS Center is an organization committed to quality, high-fidelity delivery ­– these results show how this commitment pays off!

Summary of results
Basic Parent Outcomes Summary (2013-2014)

Of 463 parents served, 70% attended at least 12 or more “sessions” (weekly parent classes). By the end of the class, those parents completing the groups reported many positive outcomes! 88% reported a decrease in harsh discipline, and 76% reported an increase in positive parenting.

parent-outcomes

Classroom Dinosaur School Outcome Summary (2013-2014)

526 youth were served in this prevention program targeting children ages 3-8 years old. 86% of the children completed the program. Facilitators filled out pre and post surveys and reported that 48% of the students showed decreased antisocial behavior, 51% showed improved concentration/attention, and 52% showed increased emotional competence.

classroom-outcomes

Small Group Dinosaur School – Treatment Outcome Summary (2013-2014)

Of the 271 children served, 79% completed the program. Parents of the children completed pre and post tests: 76% reported decreased antisocial behavior in their child, 75% reported improved concentration/attention, and 79% reported increased emotional competence.

sgd-outcomes

It is fantastic to see such wonderful results from this model organization.

You can view the full report and learn about other agencies implementing IY with high success and fidelity, here.


2 Comments

Stephen Scott Receives Order of the British Empire & Publishes New Long-Term Follow Up Research

Professor Stephen Basil Cuthbert Scott, MD, is the Director at the National Academy for Parenting Research. in London, England. The aim of this research program is to help practitioners deliver evidence-based parenting programs with fidelity and to test innovative approaches to the way services are delivered to families and children.

Stephen with his award

Stephen with his award

Earlier this year, Professor Scott was awarded the Commander of the Most Excellent, Order of the British Empire, for services to families. Congratulations Stephen!  (Learn more about this award, here.)

Stephen shaking hands with Prince William

Stephen shaking hands with Prince William

Stephen has published numerous studies on various evidence-based programs, including a long-term  follow up of two randomized controlled trials (RCTs) examining the effectiveness of treatment for children with antisocial personality traits. In the original trials, parents of the children participated in The Incredible Years® Parenting Program. This new research looks at the long-term results from this previous study.

This exciting publication is a 7-10 year follow-up of two RCTs that Stephen did with an indicated sample (children with severe antisocial behavior) and a selective sample (children labeled at high risk) when they were 3-7 years old. Results of the indicated sample were significantly improved for the parents who received the Incredible Years® (IY) Basic Parent Program at follow-up compared to parents who were in the usual psychotherapy treatment control condition. In the IY treatment condition group, parents noted their child’s emotion was warmer and supervision of adolescents was closer. Surprisingly, reading ability in the IY condition group was also improved compared with the usual treatment control condition. These results are important because of indications that early intervention for severely antisocial children may prevent the development of antisocial personality in adolescence and improved academic performance. It is also important because it is the first study to provide a long term follow-up evaluation of parents who received the IY intervention compared with families who received “usual treatment” in mental health centers.

In contrast, follow-up of the “selected high risk” sample who received the IY program in combination with a reading intervention did not show sustained effects compared with the control group families, despite having had good results in the short term. Possible reasons that these families did not show as much long-term improvement could be due to the fact that they had lower program dosage (did not receive as many parenting class sessions) as the indicated sample (families with children with severe antisocial behaviors). Additionally, this sample of families was not provided with ongoing support and booster sessions, which is particularly helpful for high-risk populations.

Scott, S., Briskman, J., & O’Connor, T. G. (2014) Early Prevention of Antisocial Personality: Long-term Follow-Up of Two Randomized Controlled Trials Comparing Indicated and Selected Approaches. American Journal of Psychiatry. Read the article here.

Be sure to look at Stephen’s other studies on our web site in the research library. Stay tuned for more research outcomes by this author, coming out soon.


Leave a comment

Guest Post: Center for ADHD in Denmark

The Center for ADHD in Denmark implements Incredible Years® Parent Training

Guest post by Tea Trillingsgaard
Untitled-1

No cost and no entry conditions

In Aarhus, Denmark, the Center for ADHD invites parents of young children with ADHD or related behavioral difficulties to attend the Incredible Years® Parent Training program at no cost and with no need of referral or diagnosis. And this approach works!

Effective strategy

Results from a new research study in press in Scandinavian Journal of Psychology[1] show that Danish parents who self-refer to free parent training have children with symptom levels similar to those found diagnosed ADHD samples. Furthermore, when benchmarking results from the Danish program against comparable studies by Carolyn Webster-Stratton and her colleagues[2] in recent US studies, the Danish version was as effective with regard to reducing ADHD symptoms, reducing disruptive behavior, and enhancing positive parenting practices. (Find links to articles at the end of this post.)

Untitled-2

The story of Center for ADHD

The Center for ADHD was founded in 2010 by Agnete Kirk Thinggaard, a MsO psychologist and member of the LEGO family, who wished to reduce long wait lists for diagnostic evaluation and increase easy access to parenting support for families of young children struggling with ADHD or related behavioral difficulties. Agnete Kirk Thinggaard also serves on the board of Edith and Godtfred Kirk Christansens Foundation, which supports the center.

What else is going on?

The staff at Center for ADHD consists of a secretary and six psychologists who, in addition to conducting The Incredible Years® Basic program, train and supervise teachers, day care providers, education and social workers and others working with children with ADHD or related behavioral difficulties. Center for ADHD is continually collaborating on research projects carried out at the Aarhus University.

Center for ADHD Staff

The staff at the Center for ADHD, saying hello from Denmark!

[1] Trillingsgaard, Trillingsgaard, & Webster-Stratton (in press). Scandinavian Journal of Psychology. Click here to read article.

[2] Webster-Stratton, Reid & Beauchaine (2011; 2012): Click here to read article.


Leave a comment

New Research on Incredible Years® at Society for Research on Educational Effectiveness (SREE)

New Randomized Control Group Study Presented Using the Incredible Years® (IY) Teacher Classroom Management (TCM) Program for Training Primary Grade Teachers at the Society for Research on Educational Effectiveness (March 2014)

resultsquote

Initial Findings of Randomized Control Group Trial Evaluating the Incredible Years® Teacher Classroom Management (TCM) Program for Training Primary Grade Teachers

Wendy Reinke and Keith Herman, along with their team at the University of Missouri, recently presented a paper evaluating the effectiveness of the TCM Training Program for improving primary grade teachers’ (K-3) classroom management practices and improving student social, emotional and academic outcomes.

SREE Conference Presentation (click the link to view the conference presentation!)

Study design was a blocked cluster randomized wait-list control trial where over a 3 year period 105 teachers were randomized within schools (52 intervention and 53 control teachers and 1818 students) to an intervention teacher training condition (IY TCM) or wait-list control condition.

The IY TCM Program was delivered to intervention condition teachers grades K-3 in 6 full day training workshops spread throughout the year. Plus teachers got on-site coaching between workshop sessions. Coaches spent time with teachers providing modeling, performance feedback, individual behavior plan action planning and goal setting.

Results showed that according to independent observations intervention teachers used more proactive management strategies and students had fewer problems with emotional regulation and increased prosocial skills. Students with the poorest academic competence at baseline demonstrated significant improvement in academic competence compared with students in the control classrooms.

Further Analyses
In a more recent presentation (May 2014) Wendy and Keith presented data on the amount of coaching support teachers (K-3 grade only) received between workshop sessions and its relation to teacher use of proactive strategies and student outcomes for an at-risk subsample.

Results indicated that IY TCM plus coaching is a flexible approach to tailoring training and support according to individual classroom and teacher needs.

Reinke, W.M., Herman, K.C., & Dong, N. (March, 2014). A group randomized evaluation of the Incredible Years Teacher Training program.Paper presented as part of symposium entitled, What can we learn through replication? The role of individual-level risk factors and implementation supports in the impact of social-emotional learning programs on student outcomes, at the Society for Research on Educational Effectiveness, Washington, DC.

Reinke, W., Stormant, M., Herman, K., Wang, Z., Newcomer, L., King, K. 2014. Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program. Journal of Emotional and Behavioral Disorders, 22(2) 74-82.

See our web site for some of their first papers about IY fidelity program delivery and the importance of teacher coaching and support in combination with workshop trainings.

See below a video of Wendy and Keith discussing managing classroom behavior.

 


1 Comment

Carolyn and Wally invited by National Children’s Bureau to visit Northern Ireland

Carolyn Webster-Stratton and Wally visit Northern Ireland June 1-5, 2014 at the invitation of National Children’s Bureau (NCB)  

carolyn_wally_day1

Wally preparing to give his speech, with Carolyn

NCB Launch Carolyn was so excited to be invited to Northern Ireland this month to help launch the Incredible Years® (IY) Northern Ireland Co-ordination Project. While there, she had the opportunity to meet Ewin Poots, MLA, Minister for Health, Social Services and Public Safety as well as Dr. Eddie Rooney, Chief Executive, Public Health Agency. Both of these individuals spoke at the conference about the importance of supporting families by using evidence-based programs that promote positive parenting and children’s social, emotional and academic competence. Carolyn introduced them to Wally Problem Solver and they seemed to enjoy his company. To learn more about the National Children’s Bureau, click here.

NCB-3895

(From Left) Carolyn & Dina Dinosaur, Dr. Eddie Rooney and Wally Problem Solver, Caroline White, Deirdre McAliskey, Celine McStravick, and Maria McAleese with Molly Manners.

The objectives of NCB’s new launch is to promote effective implementation of IY, program delivery fidelity, and group leader accreditation as well as to help agencies monitor and measure the impact of their programs through evaluations. The leaders of this launch are Celine McStravick and Deirdre McAliskey from NCB. Following the conference, a cross agency steering group with administrators of schools, agencies and foundations met to discuss system implementation issues.

Carolyn with IY Ni staff (Deirdre & James)

Carolyn and Dina with James McGinley and Wally

NCB-3954

Molly, Dina, and Wally listen in at the conference!

At the conference, Carolyn gave the keynote speech to a group of IY group leaders and administrators. She talked about the Incredible Years® Parents, Teachers and Child programs, research outcomes, and some of the agency and clinician barriers to successful program delivery. The group seemed surprised to learn that over the past 10 years, 574 IY parent group leaders, 94 child dinosaur group leaders and 64 teacher leaders have been trained. Carolyn presented 8 key building blocks for disseminating the programs with fidelity in the “real world.” When faced with an actual technological barrier to her powerpoint and video presentation delivery, Wally Problem Solver helped Carolyn with calm down strategies and solutions for how to both hold the microphone and speak to the audience with confidence despite being unable to show her carefully edited video clips. As happens with implementation of evidence-based programs, this illustrated how to go forward despite unexpected barriers. She discussed how to overcome such barriers and the importance of delivering the programs with fidelity in order to get the best outcomes for children.

NCB-3970

After some technological barriers, Wally helped Carolyn with “calm down” strategies so she could finish her presentation

Caroline White, Head of CASP Early Intervention, Central Manchester University Hospitals NHS Foundation Trust, and an accredited Incredible Years® Parent Trainer, spoke about her successful implementation of the IY program in the Manchester area over the past 15 years area. She provided examples of ways she has addressed each of the 8 building blocks to promote quality delivery. She talked about the importance of an interagency infrastructure that includes administrators, policy makers, and IY mentors to coordinate efforts and outcomes and who are in consultation with the developer and IY trainers.

photo

From Left: Carolyn Webster-Stratton, Caroline White, Maria McAleese

Carolyn with Maria McAleese (IY Mentor for Parent Program)

Northern Ireland is fortunate to have an accredited IY mentor, Maria McAleese (who provides ongoing consultation workshops, coaching and authorized training workshops) as well as an accredited IY Coach and Mentor in Training, Peadar Mckenna. These dynamic individuals have already provided coaching and video review feedback to many group leaders. In the afternoon, Maria and Peadar each led separate groups of group leaders to discuss the training, coaching and support structure and to review their needs. Carolyn joined each of these groups to explain the rationale for the certification/accreditation process and to answer questions.

Carolyn with Peadar McKenna (IY Parent Peer Coach and Mentor in Training)

2nd day of Conference with Consultation Day

This day started with a visit to Colin Neighbourhood Partnership, a community center in Colin to learn about the Early Intervention Community efforts at delivering all the IY programs. The highlight of this event was two parents who talked about their experiences participating in the program.  Carolyn introduced Dina Dinosaur who talked about the dangers of violence and announced the birth of her new baby. Baby dina will be staying at this center to learn about all the ways she can survive by learning to problem solve and make good friends.

Colin group 6592

Carolyn with the team at Colin Neighbourhood Partnership

Additionally, parent and child group leaders met to get a preview of what happens on group leader consultation days. Normally, consultation days only consist of 12 participants (6 pairs of leaders) from either parent or teacher or child IY programs, who present selected video clips of their IY groups and receive feedback regarding their personal goals. However, in order to illustrate the value of this approach, more than 30 parent and child group leaders attended to watch 4 group leaders show their video clips and receive feedback. Maria, Peadar and Carolyn took turns leading the discussion of these video vignettes and also led participants in role play practices.

NBC-4134

Carolyn sets up role play practice for group leaders

Issues discussed, modeled and practiced included the collaborative role of IY leader and coleader, how to help a parent work out her relationship with her child’s grandmother, how to trigger spontaneous role plays in conjunction with home activity reviews, effective use of buzzes, how to coach play times to assist children who are developmentally delayed or non interactive, and how to manage children in groups who are off task and not engaged in the learning. While barriers to videotaping were acknowledged, participants seemed to appreciate the value and immense learning opportunity provided from video review and self-reflective learning with peers and with a mentor or coach. Carolyn answered other questions about IY programs such as ways the School Readiness and Attentive Parenting Programs could be used as supplements, accreditation requirements, and the importance of being able to offer more sessions according to risk level of the population. Participants were enthusiastic and supportive of each other and hopefully achieved Carolyn’s “fun” goal.

consultant-group-6595

Full Consultation day group!

To learn more about the Incredible Years® Programs, visit our website: http://www.incredibleyears.com

~The Incredible Years® Team


Leave a comment

North Carolina Agency Shows Incredible Years’ Impact on Families

Thompson Child and Family Focus is an agency in North Carolina currently using The Incredible Years programs to teach parenting classes within their community. “Thompson is a non-profit organization operating three distinct campuses, each providing comprehensive education, treatment, and care for children (birth to 18 years) in need.” (Thompson website, http://www.thompsoncff.org/)

Thompson has sent a number of group leaders to Seattle for Group Leader Training, and they also have staff who are “Certified” group leaders, meaning they have gone through our certification process to ensure they are implementing the program as it is intended, with fidelity (this is vital for evidence-based programs!). It is clear the commitment this agency shows to high quality standards pays off in the outcomes they see with their families.

Recently, we were sent a powerful video discussing the work they do and the impact of The Incredible Years parent classes on the community. Though they have a number of campuses, the video focuses on the work being done in the Grier Heights community, which is host to high crime rate and unemployment.

According to the video, many of the parents are single mothers, searching for a stable income, and are experiencing numerous stressors. Says group leader Shunta Daniels, “Regardless of whether you come from a high socio-economic class or a low socio-economic class – parents want the best for their children.” The parents attend the classes for 16 weeks and learn to build positive solid foundations with their children.

“The parenting class has been an experience – a wonderful experience – and not an experience that I expected. It’s been a learning experience, it’s been a growing experience – it gives you a greater respect for yourself and other people.” (Quote from parent in video.)

Be sure to watch video at the top of this page, and share with your friends! You can also view this on our website, in the testimonials section.

If you are a parent interested in attending an Incredible Years parent group, click here. 

If you are interested in implementing the Incredible Years programs through your agency, contact us!