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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.


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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.