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Webster-Stratton, C. (2015). The Incredible Years® parent programs: Methods and principles that support program fidelity. In J. J. Ponzetti & J. J. Ponzetti (Eds.), Evidence-based parenting education: A global perspective (pp. 143–160). New York: Routledge/Taylor & Francis. The Incredible Years Child Training Program (Dina Dinosaur Social Skills and Problem-Solving Curriculum) - The Child Training program promotes social competency and reduces conduct problems. Children are trained in four areas:
The sessions include using Video Interaction Guidance, where families reflect on video clips of interactions with their children.
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Similarly to child emotional problems, the Incredible Years intervention showed no effect for parental mental health. This is based on high strength evidence. There was no statistically significant improvement in parental depression, parental stress or self-efficacy with the intervention. Promotion of child social competence, emotional regulation, positive attributions, academic readiness, and problem solving wpfilebase tag=fileurl path='resources-for-teachers/Chapter-4-Teacher-Book.pdf' linktext='"Incredible Teachers" Excerpt (Chapter 4)' /][spacer] Incredible Years tended to show no effect for child emotional problems.This is based on high strength evidence. No differences were found in child emotional symptoms between children whose parents took part in Incredible Years and those who did not. Comprehensive leader manuals are available at http://incredibleyears.com/programs/implementation/. Research on How to Implement the Program
Cost-effectiveness analyses suggests that the Incredible Years intervention can provide savings to the public sector in the longer term. This is a summary of Gardner, Frances., and Leijten, Patty., and Mann, Joanna., and Landau, Sabine., and Harris, Victoria., and Beecham, Jennifer., and Bonin, Eva-Maria., and Hutchings, Judy., and Scott, Stephen. (2017). Could scale-up of parenting programmes improve child disruptive behaviour and reduce social inequalities? Using individual participant data meta-analysis to establish for whom programmes are effective and cost effective. Public Health Research, 2017, 5(10). The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45, 1261-1273. Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training. Journal of Child Psychology and Psychiatry, 51(5), 559–566. Gardner, F., Montgomery, P., & Knerr, W. (2015). Transporting evidence-based parenting programs for child problem behavior (age 3–10) between countries: Systematic review and meta-analysis. Journal of Clinical Child & Adolescent Psychology, 45, 1–14. https://doi.org/10.1080/15374416.2015.1015134.Findings also suggest equal benefit to those families experiencing social disadvantage, and those who don’t. This suggests that this intervention will neither increase or decrease existing social inequalities in child disruptive behaviour. The programme has now been implemented in over 20 countries around the world. These include Canada, England, Wales, Scotland, Norway, Palestine, New Zealand, Ireland, Portugal, Australia, Denmark, The Netherlands, Russia, Finland, Sweden.
Clinical issues such as promoting attendance, managing resistant parents or teachers, being culturally responsive, managing disruptive children, setting up practice role plays, tailoring programs for children with developmental issues, and getting accredited or certified in the program. Participants were randomly assigned to one of two groups: A group that received The Incredible Years training or to a control group that did not receive the training. Mothers with mental health risk factors (depression, anger, history of abuse as a child, and substance abuse) exhibited poorer parenting skills than those without risk factors, as measured by the Parenting Practices Interview, Dyadic Parent-Child Interactive Coding System, and Coder Impression Inventory. However, mothers with risk factors engaged with and benefited from the parenting training program at a level comparable to mothers without these risk factors. Program engagement was assessed by number of sessions attended, percentage of homework assignments completed, and the group leader's rating of engagement. Intervention mothers had lower scores on both harsh/negative parenting and ineffective parenting and higher scores on supportive parenting.This study examined mediators and moderators of change in conduct problems, in a multi-agency randomized trial of The Incredible Years parenting program. Preschoolers at risk for conduct problems (n=153) were randomly assigned to intervention (n=104) and wait-list (n=49) groups. Boys and younger children, and those with more depressed mothers, tended to show greater improvement in conduct problems post-intervention. Other risk factors (i.e., teen or single parenthood, very low income, high initial levels of problem behavior) showed no predictive effects, implying intervention was at least as successful at helping the most disadvantaged families, compared to more advantaged. Mediator analyses found change in positive parenting skill predicted change in conduct problems. Limitations include the small sample size to conduct moderator and mediator analyses. The purpose of this study was to pilot-test the effect of the Incredible Years (IY) parenting program among Korean American mothers. First-generation Korean American mothers of young children were randomly assigned to the IY intervention or to a control group. Mothers reported on discipline styles (positive, appropriate, and harsh), level of acculturation, and their child's outcomes (behavioral problems and social competence) at pre-, post-, and 1-year follow-up intervals. Measures included the Parent Practices Interview, Eyberg Child Behavior Inventory, Social Competence Scale, and a modified version of the Acculturation Rating Scale for Mexican Americans-II (ARSMA-II). After completing the program, intervention group mothers significantly increased use of positive discipline as compared to control group mothers. Among intervention group mothers, high acculturated mothers significantly increased appropriate discipline whereas low-acculturated mothers significantly decreased harsh discipline. In the 1-year follow-up, intervention group mothers maintained the significant effect for positive discipline. Limitations include the small sample size and the larger number of drop-outs in the control group.
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