Incredible Years
Incredible Years is a set of three interlocking, comprehensive, and developmentally based training programs for children and their parents and teachers. These programs are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three programs are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children, as follows:
- The Incredible Years child program. The Dinosaur School child training prevention program consists of more than 60 classroom lesson plans (approximately 45 minutes each) for three age levels, beginning in preschool through second grade (3-8 years). Lesson plans are delivered by the teacher at least twice weekly over consecutive years. The small group treatment program consists of 18-22 weekly sessions (2 hours each) offered in conjunction with the training programs for parents of preschoolers or school-age children. The child program aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conversational skills, and behaving appropriately in the classroom.
- The Incredible Years parent programs. Three training programs are available for parents of babies and toddlers (up to 30 months), preschoolers (3-5 years), and school-age children (6-12 years). The lengths of the parent programs vary from 12 to 20 weekly group sessions (2-3 hours each). The programs focus on strengthening parent-child interactions and relationships, reducing harsh discipline, and fostering parents' ability to promote children's social, emotional, and language development. In the programs for parents of preschoolers and school-age children, participants also learn how to promote school readiness skills; in addition, these parents are encouraged to partner with teachers and become involved in their children's school experiences to promote children's academic, social skills, and emotional self-regulation and to reduce conduct problems. Each program includes protocols for use as a prevention program or as a treatment program for children with conduct problems and attention-deficit/hyperactivity disorder.
- The Incredible Years teacher program. The teacher training program is delivered to early childhood and elementary school teachers of young children (3-8 years) and consists of 42 hours (6 days) of monthly workshops delivered by a trained facilitator. The program focuses on strengthening teachers' classroom management strategies; promoting children's prosocial behavior, emotional self-regulation, and school readiness; and reducing children's classroom aggression and noncooperation with peers and teachers. The training also helps teachers collaborate with parents to support parents' school involvement and promote consistency between home and school.
In each program, trained facilitators use videotaped vignettes to structure the content and stimulate group discussions, problem solving, and practices related to participants' goals.
Descriptive Information
|
Areas of Interest
|
Mental health promotion
Mental health treatment
|
|
Outcomes
|
1: Parenting skills
2: Child externalizing problems
3: Child emotional literacy, self-regulation, and social competence
4: Teacher classroom management skills
5: Parents' involvement with the school and teachers
1: Positive and nurturing parenting
2: Harsh, coercive, and negative parenting
3: Child behavior problems
4: Child positive behaviors, social competence, and school readiness skills
5: Parent bonding and involvement with teacher and school
6: Teacher classroom management skills
|
|
Outcome Categories
|
Education
Family/relationships
Mental health
Social functioning
Physical aggression and violence-related behavior
|
|
Ages
|
0-5 (Early childhood)
6-12 (Childhood)
18-25 (Young adult)
26-55 (Adult)
|
|
Genders
|
Male
Female
|
|
Races/Ethnicities
|
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
White
Race/ethnicity unspecified
|
|
Settings
|
Outpatient
Home
School
Other community settings
|
|
Geographic Locations
|
Urban
Suburban
|
|
Implementation History
|
Incredible Years has been used at hundreds of sites in 36 States and in Australia, Canada, Denmark, England, Finland, France, Germany, Ireland, the Netherlands, New Zealand, Norway, Portugal, Russia, Scotland, Singapore, Sweden, Turkey, and Wales. Incredible Years research staff members have trained more than 30,000 professionals worldwide.
|
|
NIH Funding/CER Studies
|
Partially/fully funded by National Institutes of Health: Yes
Evaluated in comparative effectiveness research studies: Yes
|
|
Adaptations
|
Incredible Years program materials (e.g., manuals, DVDs, parent books) have been translated into Chinese, Danish, Dutch, French, Norwegian, Portuguese, Russian, Spanish, and Swedish.
|
|
Adverse Effects
|
No adverse effects, concerns, or unintended consequences were identified by the developer.
|
|
IOM Prevention Categories
|
Selective
Indicated
|
Quality of Research
Documents Reviewed
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.
Study 1Webster-Stratton, C. H., Reid, M. J., & Beauchaine, T. Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2), 191-203. Study 2Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471-488.
Outcomes
| Outcome 1: Parenting skills |
|
Description of Measures
|
Parenting skills were assessed using two measures:
- The Parenting Practices Inventory (PPI). The PPI is a 67-item questionnaire addressing parents' style and consistency of interaction with their children. Parents rated themselves on each item of a 4-point scale ranging from "never" to "often," and summary scores were created for appropriate discipline; praise and incentives; monitoring; harsh and inconsistent discipline; and physical punishment. Higher scores indicate better parenting skills.
- The Dyadic Parent-Child Interaction Coding System (DPICS). The DPICS is a structured method for experts to record their observations of parent-child interactions. Experts assessed parent-child interactions during play and task (e.g., cleanup) periods. Three parent constructs, which incorporated multiple items, were used: praise, critical statements, and coaching. Higher scores indicate better parenting skills.
|
|
Key Findings
|
A study was conducted with families with 4- to 6-year-old children who had a diagnosis of attention-deficit/hyperactivity disorder (ADHD) or ADHD and oppositional defiant disorder. Families were randomly assigned to the intervention group, which received 20 weekly sessions of Incredible Years, or the wait-list control group. From pre- to posttest, compared with mothers in the control group, those in the intervention group had greater improvements in the PPI summary scores for appropriate discipline (p < .01), monitoring (p < .001), harsh and inconsistent discipline (p < .01), and physical punishment (p < .01); no significant between-group differences were found for fathers. Also from pre- to posttest, compared with parents in the control group, those in the intervention group had greater improvements in the DPICS constructs of praise (p < .001) and coaching (p < .001) during play periods and critical statements (p < .05) during task periods.
|
|
Studies Measuring Outcome
|
Study 1
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 2: Child externalizing problems |
|
Description of Measures
|
Child externalizing problems were assessed using the following measures:
- The Child Behavior Checklist (CBCL) and the Teacher Reporting Form (TRF), a modified version of the CBCL. The CBCL was completed by parents, and the TRF was completed by teachers. The CBCL and the TRF are 120-item questionnaires, with items scored on a 3-point scale ranging from 0 (not true) to 2 (very true or often true). Responses to a subset of items were summed to form a subscale score for externalizing behavior (e.g., expression of anger through violent words and gestures). Higher scores indicate greater externalizing.
- The Conners' Parent Rating Scale-Revised (CPRS-R). The CPRS-R is a 57-item questionnaire that records parents' own assessments of their children's behavior as it relates to attention-deficit/hyperactivity disorder (ADHD) and related forms of psychopathology. Three subscales were used: hyperactivity, inattention/cognitive problems, and oppositional behaviors. Higher scores indicate a greater number or intensity of problems in the subscale items.
- The Dyadic Parent-Child Interaction Coding System (DPICS). The DPICS is a structured method for experts to record their observations of parent-child interactions. Experts assessed parent-child interactions during play and task (e.g., cleanup) periods. Two child constructs, which incorporated multiple items, were used: child deviance (e.g., whining, physical negativity, destructiveness, noncompliance) and child positives (e.g., verbal and nonverbal affect, physical warmth). Higher scores indicate greater expression of behaviors and traits.
|
|
Key Findings
|
A study was conducted with families with 4- to 6-year-old children who had a diagnosis of ADHD or ADHD and oppositional defiant disorder. Families were randomly assigned to the intervention group, which received 20 weekly sessions of Incredible Years, or the wait-list control group. Findings included the following:
- From pre- to posttest, compared with children in the control group, those in the intervention group had greater reductions in externalizing behavior as indicated by the results from the parent-completed CBCL (p < .05, mothers; p < .05, fathers) and the teacher-completed TRF (p < .05).
- From pre- to posttest, as indicated by results from the parent-completed CPRS-R, children in the intervention group had greater reductions in hyperactivity (p < .01, mothers; p < .05, fathers), inattention/cognitive problems (p < .01, mothers; p < .05, fathers), and oppositional behaviors (p < .001, mothers; p < .05, fathers) relative to children in the control group; fathers of children in the control group reported small increases in all three behaviors.
- From pre- to posttest, as indicated by trained observers using the DPICS, mother-child pairs in the intervention group had a reduction in child deviance, and mother-child pairs in the control group had no change (p < .05).
|
|
Studies Measuring Outcome
|
Study 1
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.8
(0.0-4.0 scale)
|
| Outcome 3: Child emotional literacy, self-regulation, and social competence |
|
Description of Measures
|
Child emotional literacy, self-regulation, and social competence were assessed with the following measures:
- The Social Competence Scale-Parent Report (SCS-PR). The SCS-PR is a 12-item questionnaire that records parents' assessments of their children's positive social behaviors (e.g., resolves peer problems, understands others, shares) and emotional regulation (e.g., copes with failure, thinks before acting). Parents rated each item using a 5-point scale ranging from "not at all" to "very well." Higher scores indicate better social competence.
- The Coder Observation of Classroom Adaptation-Revised (COCA-R). The COCA-R contains 26 items related to positive (e.g., concentration, controls temper, helping others) and negative (e.g., aggression, teasing) traits. Trained coders completed the scale while observing children in the classroom for a 30-minute period. An overall school readiness score was created, and groups of individual items were summed to produce three subscales: cognitive concentration, acceptance of authority, and social contact. Lower scores indicate better social competence.
- The Wally Problem-Solving test (WPS), which assesses children's social problem-solving skills. The WPS was developed for use in the study, and study personnel administered the WPS to children, who were asked what they would do in each of 14 hypothetical conflict situations (e.g., "You ask a friend to play with you and she says no. What do you do?" and "You and your sister both want a cookie but there is only one. What do you do?"). A summary score was used to indicate the ratio of positive to negative strategies, with higher scores indicating greater positive coping resources.
- The Wally Feelings test (WF), which assesses children's emotional literacy. The WF was developed for use in the study, and study personnel administered the WF to children, who were shown eight pictures of other children in positive and negative situations and asked how the other children pictured would feel. The greater the number of descriptive words used by the child, the greater his or her emotional literacy.
- The Multiple Option Observation System for Experimental Studies (MOOSES). The MOOSES was used in a revised form intended for situations involving small children. Trained coders recorded specific child behaviors in real time during classroom observation. The following behavior groups were coded: child behavior problems, child disengagement, peer involvement, child solitary play, positive interactions with the teacher, and positive interactions with peers. Higher scores indicate greater frequency of a desirable or undesirable behavior.
|
|
Key Findings
|
A study was conducted with families with 4- to 6-year-old children who had a diagnosis of attention-deficit/hyperactivity disorder (ADHD) or ADHD and oppositional defiant disorder. Families were randomly assigned to the intervention group, which received 20 weekly sessions of Incredible Years, or the wait-list control group. Findings included the following:
- From pre- to posttest, as indicated by results from the parent-completed SCS-PR, children in the intervention group had greater improvements in positive social behaviors (p < .001, mothers; fathers, p < .01) and emotional regulation (p < .001, mothers; p < .001, fathers) relative to children in the control group.
- From pre- to posttest, as indicated by results from the COCA-R, children in the intervention group had greater improvements in social contact skills (p < .01) relative to children in the control group.
- From pre- to posttest, as indicated by results from the WPS and the WF, children in the intervention group had greater gains in positive coping resources (p < .05) and emotional literacy (p < .01), respectively, relative to children in the control group, who showed minimal or no change in either measure.
Another study was conducted with families with children in Head Start, kindergarten, or first grade. Matched pairs of schools were randomly assigned to the intervention condition, in which Incredible Years was delivered, or the control condition, in which children received the regular classroom curriculum. Findings included the following:
- From pre- to posttest, as indicated by results from the COCA-R, children in the intervention group had greater improvement in school readiness (p = .04) relative to children in the control group.
- From pre- to posttest, as indicated by results from the WPS and the WF, children in the intervention group had greater gains in positive coping resources (p < .01) and emotional literacy (p < .01), respectively, relative to children in the control group.
- From pre- to posttest, as indicated by results from the MOOSES, among children who had higher levels of preintervention conduct problems, those in the intervention group had greater reductions in behavior problems (p < .05) and disengagement (p < .01) relative to those in the control group.
|
|
Studies Measuring Outcome
|
Study 1, Study 2
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.5
(0.0-4.0 scale)
|
| Outcome 4: Teacher classroom management skills |
|
Description of Measures
|
Teacher classroom management skills were assessed with two measures:
- The Teacher Coder Impressions Inventory (TCI). The TCI is a 71-item questionnaire developed for use in the study. Using a 10-point Likert-style scale, a trained coder scored each item after two 30-minute periods of classroom observation. Individual items were grouped as five behavior styles: warm/affectionate, social/emotional, effective discipline, harsh/critical, and inconsistent/permissive. Higher scores indicate greater expression of a behavior style, which reflects the teacher's skill in reading and reacting to classroom conditions.
- The Multiple Option Observation System for Experimental Studies (MOOSES). The MOOSES was used in a revised form intended for situations involving small children. Trained coders recorded specific teacher behaviors in real time during classroom observation. The following behavior groups were coded: positive reinforcement, critical statements, and amount of interaction with students. Higher scores indicate greater frequency of a behavior, which reflects the teacher's skill in reading and reacting to classroom conditions.
|
|
Key Findings
|
A study was conducted with families with children in Head Start, kindergarten, or first grade. Matched pairs of schools were randomly assigned to the intervention condition, in which Incredible Years was delivered, or the control condition, in which children received the regular classroom curriculum. From pre- to posttest, teachers in the intervention classrooms had greater expression of positive styles and reduced expression of negative styles relative to teachers in control classrooms, as indicated by results from the behavior styles assessed by the TCI: warm/affectionate (p < .05), social/emotional (p < .001), effective discipline (p < .05), harsh/critical (p < .01), and inconsistent/permissive (p < .05). Also from pre- to posttest, as indicated by results from the MOOSES, teachers in the intervention classrooms used fewer critical statements relative to teachers in control classrooms (p < .01).
|
|
Studies Measuring Outcome
|
Study 2
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.3
(0.0-4.0 scale)
|
| Outcome 5: Parents' involvement with the school and teachers |
|
Description of Measures
|
Parents' involvement with the school and teachers was assessed using the Teacher-Parent Involvement Questionnaire (INVOLVE-T), a 20-item questionnaire adapted for use in classrooms with small children. Using the INVOLVE-T, teachers assessed items composing three subscales: teacher bonding with parent, parent involvement in education, and parent involvement with school/teacher. Higher scores indicate greater involvement by parents with the school and teachers.
|
|
Key Findings
|
A study was conducted with families with children in Head Start, kindergarten, or first grade. Matched pairs of schools were randomly assigned to the intervention condition, in which Incredible Years was delivered, or the control condition, in which children received the regular classroom curriculum. From pre- to posttest, parents and teachers of children in the intervention group had greater improvements in bonding relative to parents and teachers of children in the control group (p < .001).
|
|
Studies Measuring Outcome
|
Study 2
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.2
(0.0-4.0 scale)
|
Study Populations
The following populations were identified in the studies reviewed for Quality of
Research.
|
Study
|
Age
|
Gender
|
Race/Ethnicity
|
|
Study 1
|
0-5 (Early childhood)
6-12 (Childhood)
18-25 (Young adult)
26-55 (Adult)
|
76% Male
24% Female
|
73% White
27% Race/ethnicity unspecified
|
|
Study 2
|
0-5 (Early childhood)
6-12 (Childhood)
18-25 (Young adult)
26-55 (Adult)
|
50% Female
50% Male
|
27% White
26% Black or African American
20% Asian
18% Hispanic or Latino
9% Race/ethnicity unspecified
|
Quality of Research Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
|
Outcome
|
Reliability
of Measures
|
Validity
of Measures
|
Fidelity
|
Missing
Data/Attrition
|
Confounding
Variables
|
Data
Analysis
|
Overall
Rating
|
|
1: Parenting skills
|
3.3
|
3.3
|
4.0
|
3.5
|
4.0
|
4.0
|
3.7
|
|
2: Child externalizing problems
|
3.5
|
3.5
|
4.0
|
3.5
|
4.0
|
4.0
|
3.8
|
|
3: Child emotional literacy, self-regulation, and social competence
|
3.0
|
3.0
|
4.0
|
3.3
|
3.6
|
3.9
|
3.5
|
|
4: Teacher classroom management skills
|
3.0
|
2.8
|
4.0
|
3.0
|
3.3
|
3.8
|
3.3
|
|
5: Parents' involvement with the school and teachers
|
2.8
|
2.8
|
4.0
|
3.0
|
2.8
|
3.8
|
3.2
|
Study Strengths The instruments used in both studies have strong psychometric properties, as documented by the study investigators. Good mechanisms to ensure intervention fidelity were used in both studies, and data were presented to indicate evidence of the mechanisms' effectiveness. Study design and analysis elements controlled for many important confounding factors. The studies' analysis plans were well designed and executed.
Study Weaknesses It is not clear whether the instruments' psychometric properties have been validated independently in groups similar to those participating in these studies. Both studies had missing data. The use of a wait-list control design in one study may have introduced additional potential bias, given the many competing options available to the parents of study participants.
|
|
Documents Reviewed
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.
Study 1Webster-Stratton, C. Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology, 62(3), 583-593. Study 2Webster-Stratton, C., & Hammond, M. Treating children with early-onset conduct problems: A comparison of child and parenting training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109. Study 3Webster-Stratton, C., Reid, M. J., & Hammond, M. Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302. Study 4Reid, M. J., Webster-Stratton, C., & Hammond, M. Follow-up of children who received the Incredible Years intervention for oppositional-defiant disorder: Maintenance and prediction of 2-year outcome. Behavior Therapy, 34, 471-491.
Webster-Stratton, C., Reid, M. J., & Hammond, M.. Treating children with early onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105-124. Study 5Reid, M. J., Webster-Stratton, C., & Baydar, N.. Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, 33(2), 279-291. Study 6Reid, M. J., Webster-Stratton, C., & Hammond, M. Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605-620.
Outcomes
| Outcome 1: Positive and nurturing parenting |
|
Description of Measures
|
Positive and nurturing parenting was assessed using the following:
- Independent observations in the home by trained coders of supportive parenting (e.g., praise, encouragement), positive affect, modeled positive behavior, and problem solving (Dyadic Parent-Child Interactive Coding System Revised and Coder Impressions Inventory)
- Parent reports of positive parenting style (e.g., verbal encouragement, praise and reinforcement, use of incentives and privileges) and monitoring and supervision (Parenting Practices Inventory), as well as the frequency of parent activities with the child (Parent Involvement Questionnaire)
|
|
Key Findings
|
Parents in treatment groups that received the parent training by itself or in combination with the child and/or teacher training showed a significant increase in positive and nurturing parenting relative to parents in comparison groups (p < .001 to p < .05). The comparison groups received the child training and/or teaching training only or were exposed to control conditions (wait list, regular Head Start, or regular school curriculum and services).
|
|
Studies Measuring Outcome
|
Study 1, Study 2, Study 3, Study 4, Study 6
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 2: Harsh, coercive, and negative parenting |
|
Description of Measures
|
Harsh, coercive, and negative parenting was assessed using the following:
- Independent observations in the home by trained coders of negative/critical parenting (e.g., parental commands and criticisms, negative physical intrusions), other coercive parenting (e.g., lack of acceptance, condemnation and disregard for the child, sarcasm, anger, unreasonable requests), and lax/permissive parenting (e.g., being tentative or overly permissive, having little parental control) (Dyadic Parent-Child Interactive Coding System Revised and Coder Impressions Inventory)
- Parent reports of harsh or inappropriate parenting and inconsistent discipline, including verbal and physical aggression (Parenting Practices Inventory), and ratio of critical verbal discipline, including yelling, fighting, threatening physical punishment, or rejecting the child, to positive discipline (Daily Discipline Inventory)
|
|
Key Findings
|
Parents in treatment groups that received the parent training by itself or in combination with the child and/or teacher training showed a significant reduction in harsh, coercive, and negative parenting relative to parents in comparison groups (p < .001 to p < .05). The comparison groups received the child training and/or teaching training only or were exposed to control conditions (wait list, regular Head Start, or regular school curriculum and services).
|
|
Studies Measuring Outcome
|
Study 1, Study 2, Study 3, Study 4, Study 6
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 3: Child behavior problems |
|
Description of Measures
|
Child behavior problems were assessed using the following:
- Independent observations in the home by trained coders of child deviance and noncompliance (Dyadic Parent-Child Interactive Coding System Revised) and other poor conduct (Coder Impressions Inventory)
- Independent observation at school or with peers by trained coders of negative behaviors in class, including aggressive, disruptive, and inappropriate behaviors with teachers and peers (Multiple Option Observation of Child Behaviors at School and Dyadic Peer Interaction Scale), and child's ability to problem solve (Wally Child Social Problem-Solving Detective Game)
- Parent reports of the frequency of child behavior problems (Eyberg Child Behavior Inventory), externalizing and internalizing child behaviors (Child Behavior Checklist), stress resulting from child characteristics (Parenting Stress Index), and negative behaviors commonly exhibited by children that parents perceive as problematic (Parent Daily Report)
- Teacher reports of the child's poor behavioral conduct (Behar Preschool Behavior Problems and Perceived Competence Scale for Young Children); social acceptance, aggressiveness, shyness-withdrawal, and disruptive behaviors (Teacher Assessment of School Behavior); externalizing behaviors (Social Competence and Behavior Evaluation, Preschool Edition); and negative behaviors, including fighting, breaking rules, harming others, and refusing to accept authority (School Health Profile)
|
|
Key Findings
|
Children in treatment groups that received parent training, child training, and/or teacher training showed a significant reduction in behavior problems at home or at school compared with controls (p < .001 to p < .05). Control conditions included wait list, regular Head Start, or regular school curriculum and services.
|
|
Studies Measuring Outcome
|
Study 1, Study 2, Study 3, Study 4, Study 5, Study 6
|
|
Study Designs
|
Experimental, Quasi-experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 4: Child positive behaviors, social competence, and school readiness skills |
|
Description of Measures
|
Child positive behaviors, social competence, and school readiness skills were assessed using the following:
- Independent observations in the home by trained coders of the child's positive affect and warmth, including smiles, affectionate touch, and positive talk (Dyadic Parent-Child Interactive Coding System Revised), and child's affectionate or prosocial behaviors (Coder Impression Inventory)
- Independent observations at school or with peers by trained coders of the percentage of time the child was engaged or involved in classroom activities during unstructured time (Multiple Option Observation of Child Behaviors at School); positive communication with peers, such as sharing positive experiences, verbalizing a friendship, and agreeing with a friend (Dyadic Peer Interaction Scale); and ability to problem solve (Wally Child Social Problem-Solving Detective Game and Child Social Problem-Solving Test--Revised)
- Parent reports of child adjustment (Child Behavior Checklist); prosocial behaviors (Parent Daily Report); and other behaviors, such as demonstrating a desire to resolve peer problems and an understanding of others and emotion regulation (Social Competence Scale--Parent)
- Teacher reports of the child's social competence, emotion regulation, and expression (Social Competence and Behavior Evaluation); other prosocial and school readiness behaviors, such as being friendly, staying on task, completing assignments, and being self-reliant (Social Health Profile); and positive behaviors, such as making friends easily and having a lot of friends (Teacher Assessment of School Behavior)
|
|
Key Findings
|
Children in treatment groups that received parent training, child training, and/or teacher training showed a significant increase in positive behaviors at home or at school compared with controls (p < .001 to p < .05). Control conditions included wait list, regular Head Start, or regular school curriculum and services. When the treatment groups were compared, child training alone or in combination with parent or teacher training had greater effects than parent training only, teacher training only, or parent and teacher training combined.
|
|
Studies Measuring Outcome
|
Study 1, Study 2, Study 3, Study 4, Study 5, Study 6
|
|
Study Designs
|
Experimental, Quasi-experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 5: Parent bonding and involvement with teacher and school |
|
Description of Measures
|
Parent bonding and involvement with teacher and school were assessed using the following:
- Independent observations in the home by trained coders of the child bonding with the parent, such as the child being verbally and physically affectionate with the parent, enjoying the parent, and being attached to the parent (Coder Impression Inventory)
- Parent reports of the frequency of their involvement with the child (e.g., eating together, reading and discussing a book together) and their bonding/satisfaction with the teacher and school (e.g., feeling connected with teachers, welcome in the classroom, able to offer suggestions) (Parent Involvement Questionnaire)
- Teacher reports of their bonding with parents (e.g., calling parents, writing them notes, inviting them to school) and parent involvement with school or teacher (e.g., calling the teacher, attending school meetings, volunteering in the classroom) (Teacher Involvement Questionnaire)
|
|
Key Findings
|
The combination of parent and teacher training resulted in significantly higher levels of parent-child bonding and parent involvement with the teacher and school compared with child training only and control conditions (regular Head Start or regular school curriculum and services) (p < .01 to p < .02).
|
|
Studies Measuring Outcome
|
Study 3, Study 6
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.6
(0.0-4.0 scale)
|
| Outcome 6: Teacher classroom management skills |
|
Description of Measures
|
Teacher classroom management skills were assessed using independent observations by trained coders who evaluated the following:
- General classroom factors (e.g., overall disruptive behavior, student responsiveness to rules) and teacher's responsiveness to student needs and support for student effort (Classroom Atmosphere Measure)
- Children's interactions with teachers and peers, including teacher's praise and encouragement and use of critical statements (Multiple Option Observation of Child Behaviors at School)
- Teacher behavior and teacher-child interactions in the classroom, including teacher's use of harsh techniques (e.g., threatening, using criticism, inducing guilt), teacher's use of nurturing techniques (e.g., paying attention when child talked, encouraging child to try something new), and percentage of time teacher was inappropriate (Teacher Coder Impression Inventory)
|
|
Key Findings
|
Four of the treatment conditions studied--(1) child training alone, (2) parent and teacher training, (3) child and teacher training, and (4) parent, child, and teacher training--resulted in significantly better teacher management in the classroom compared with control conditions (wait list or regular Head Start) (p < .001 to p < .01). The parent training only condition showed no significant effects relative to control conditions.
|
|
Studies Measuring Outcome
|
Study 3, Study 4
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
Study Populations
The following populations were identified in the studies reviewed for Quality of
Research.
|
Study
|
Age
|
Gender
|
Race/Ethnicity
|
|
Study 1
|
0-5 (Early childhood)
6-12 (Childhood)
26-55 (Adult)
|
54.5% Male
45.5% Female
|
Data not reported/available
|
|
Study 2
|
0-5 (Early childhood)
6-12 (Childhood)
26-55 (Adult)
|
54.4% Male
45.6% Female
|
91% White
9% Race/ethnicity unspecified
|
|
Study 3
|
0-5 (Early childhood)
6-12 (Childhood)
26-55 (Adult)
|
63.6% Female
36.4% Male
|
37% White
22% Asian
19% Black or African American
18% Hispanic or Latino
2% American Indian or Alaska Native
2% Race/ethnicity unspecified
|
|
Study 4
|
0-5 (Early childhood)
6-12 (Childhood)
26-55 (Adult)
|
90% Male
10% Female
|
79% White
21% Race/ethnicity unspecified
|
|
Study 5
|
0-5 (Early childhood)
6-12 (Childhood)
|
53% Male
47% Female
|
51% White
19% Black or African American
12% Race/ethnicity unspecified
10% Hispanic or Latino
8% Asian
|
|
Study 6
|
6-12 (Childhood)
26-55 (Adult)
|
59% Male
41% Female
|
38% White
20% Hispanic or Latino
14% Asian
14% Black or African American
14% Race/ethnicity unspecified
|
Quality of Research Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
|
Outcome
|
Reliability
of Measures
|
Validity
of Measures
|
Fidelity
|
Missing
Data/Attrition
|
Confounding
Variables
|
Data
Analysis
|
Overall
Rating
|
|
1: Positive and nurturing parenting
|
3.8
|
3.8
|
3.9
|
3.7
|
3.6
|
3.5
|
3.7
|
|
2: Harsh, coercive, and negative parenting
|
3.8
|
3.8
|
3.9
|
3.7
|
3.6
|
3.5
|
3.7
|
|
3: Child behavior problems
|
3.8
|
3.8
|
3.9
|
3.8
|
3.7
|
3.7
|
3.7
|
|
4: Child positive behaviors, social competence, and school readiness skills
|
3.8
|
3.8
|
3.9
|
3.8
|
3.7
|
3.6
|
3.7
|
|
5: Parent bonding and involvement with teacher and school
|
3.7
|
3.8
|
3.9
|
3.5
|
3.5
|
3.5
|
3.6
|
|
6: Teacher classroom management skills
|
3.7
|
3.8
|
4.0
|
3.8
|
3.6
|
3.6
|
3.7
|
Study Strengths The studies employed multiple well-known and commonly used measures to evaluate each outcome. The psychometric properties of each measure were reported. Intervention fidelity was ensured with the use of intervention sessions that were videotaped and reviewed by supervisors, a weekly protocol checklist and supervision, standardized materials, and comprehensive training. The researchers conducted attrition analyses. The use of a randomized control group design decreased the potential for confounding variables to account for the outcomes. Appropriate analyses were conducted for inferring relationships.
Study Weaknesses In some studies, sample sizes were relatively small, limiting power and some data analysis options.
|
|
Readiness for Dissemination
|
Materials Reviewed
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
Webster-Stratton, C. How to promote children's social and emotional competence. Thousand Oaks, CA: SAGE.
Webster-Stratton, C. Incredible Years parent group leader training: Leader's guide. Seattle, WA: Incredible Years.
Webster-Stratton, C. Effective classroom management skills training and Dina Dinosaur's social skills and problem-solving curriculum training for the classroom: Leader's guide. Seattle, WA: Incredible Years.
Webster-Stratton, C. Incredible Years teacher classroom management group leader training: Leader's guide for Dinosaur school treatment program. Seattle, WA: Incredible Years.
Webster-Stratton, C.. Incredible Years child group leader training: Therapist's guide for Dinosaur school treatment program. Seattle, WA: Incredible Years.
Webster-Stratton, C. The Incredible Years: A trouble-shooting guide for parents of children aged 2-8 years. Seattle, WA: Incredible Years.
Webster-Stratton, C. (Director and Producer). The Incredible Years: Parent programs preview [Motion picture]. United States: Incredible Years.
Webster-Stratton, C. (Director and Producer). The Incredible Years: Teacher classroom management program preview [Motion picture]. United States: Incredible Years.
Webster-Stratton, C. (Director and Producer). The Incredible Years: Dina Dinosaur child program preview [Motion picture]. United States: Incredible Years.
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Implementation
Materials
|
Training and Support
Resources
|
Quality Assurance
Procedures
|
Overall
Rating
|
|
4.0
|
4.0
|
4.0
|
4.0
|
Dissemination Strengths Detailed, well-presented curricula are provided for the three individual interventions. Implementer qualifications are clearly described. A full array of high-quality training resources and supports are included for implementers, with systematic guidance provided before and during implementation. A strong emphasis is placed on maintaining fidelity to the model, and well-designed tools are available to assist implementers in monitoring and evaluating performance across a full range of relevant measures.
Dissemination Weaknesses Implementation and quality assurance guidance is so substantial that some users may have difficulty getting a sense of the program as a whole.
|
|
Costs
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements.
|
Item Description
|
Cost
|
Required by Developer
|
|
Program materials
|
$1,150-$1,895 depending on series selected
|
Yes
|
|
Leader training
|
$400-$500 per participant
|
No
|
|
Annual leader consultation
|
$600 per participant
|
No
|
|
Certification fee
|
$450
|
No
|
Additional Information Ongoing costs include $476 for each parent in parent groups, $775 for each child in child treatment groups, $15 for each child receiving the Dinosaur curriculum in school, and $30 for each teacher receiving the teacher training. These costs will vary by location.
|