Appendix A. The Incredible Years: Parent, Child and Teacher Training Series

1
Appendix A.The Incredible Years Parent, Child
and Teacher Training Series
2
The Incredible Years

• Award winning exemplary best practices program
  with demonstrated effectiveness. Office of
  Juvenile Justice and Delinquency Prevention,
  Substance Abuse and Mental Health Services
  Administration
• Comprehensivetargets home, school and child.
• Designed to prevent, reduce and treat conduct
  problems and to increase childrens social
  competence.
  
• Parent skills training uses group discussion,
  videotape modeling, and homework exercises .
  
• Child series (Dina Dinosaur) uses puppets and
  videotapes to teach social skills, conflict
  management, and successful classroom behavior.

3
Research indicates that childrens emotional,
social and behavioral adjustment is as important
for school success as cognitive and academic
preparation.
The Incredible Years Outcomes

• Child program promotes childrens cognitive
  problem-solving strategies, increases use of
  pro-social skills and reduces conduct problems at
  home and school.
• Parent program helps strengthen parenting skills,
  reduces parenting stress and increases parents
  involvement in school activities.
  
• Teacher program strengthens classroom management
  skills, reduces classroom aggression and improves
  teachers ability to focus on students social,
  emotional and academic competence.

4
CMHRC commitment to excellence, demonstrated
through
Incredible YearsAdherence to Model Fidelity

• Training and certification of facilitators,
  dedicated FT coordinator for Incredible Years
  programming.
  
• Purchase of all required curriculum and program
  materials.
  
• Use of treatment fidelity groups, peer review,
  videotape feedback.
  
• Continued use of ongoing training and technical
  support from the Incredible Years developers
  
• Ongoing evaluation of parent and child groups.

5
CMHRC Goals for Incredible Years

• Implement a comprehensive model that employs
  evidence-based multiple strategies for providing
  supportive environments and that accommodates
  ethnic, cultural and economic diversity.
• Expand the target population to universal and
  earlier preventionreaching children with certain
  family characteristics that put them at
  particular risk for developing conduct problems,
  delinquency and substance abuse.
• Strengthen partnerships with local agencies that
  serve at-risk populations and, with the community
  at large, promoting a holistic view of health
  that includes physical and mental well-being.

6
The Incredible Years and Ben Franklin School

• Partnership sponsored through a two-year grant
  from the Rochester Area Foundation First Steps
  Initiative
  
• Implements the comprehensive model-teacher, child
  and parent.
  
• First year, Franklin Kindergarten teachers and
  para-professionals receive extensive training and
  mentoring from certified Incredible Years
  trainers.
• Second year, Franklin Kindergarten teachers
  implement independently with guidance and support
  from CMHRC IY staff.
  
• Second year, Franklin 1st Grade teachers will
  receive comprehensive training and mentoring from
  CMHRC IY staff (like Kindergarten teachers this
  year).

7
Why offer Dina Dinosaur in kindergarten classes
at Ben Franklin school?
Incredible YearsDina Dinosaur Prevention

• Social and emotional competencies are important
  predictors of school readiness and academic
  success.
  
• Prevalence of aggressive behavior in early
  childhood 10 and may be as high as 25 for
  socio-economically deprived children.
  
• Dina program cost effectively reaches high number
  of at-risk youth early in life when behavior is
  most malleable and before severe behavior
  problems arise.

8
Incredible YearsDina Dinosaur Prevention

• Goals for program at Ben Franklin
  Kindergarten
  
• Prevent early behavior problems from escalating.
• Integrate children into peer group classroom as
  family.
  
• Improve social competence for entire class,
  provide common vocabulary and problem solving
  steps to use in everyday conflict.
  
• Magnify dosage of IY intervention through teacher
  reinforcement of key concepts throughout the
  school day.

9
Incredible YearsDina Dinosaur Prevention -
Children

• Implementation at Ben Franklin during School Year
  2007-2008
  
• Offered 2 times a 6-day cycle in 5 kindergarten
  classrooms
  
• Lessons over entire school year, seven units in
  sequential order rules/behavior, feelings,
  problem solving, anger management, peer relations
  etc.
• Led by Childrens Mental Health Incredible Years
  staff with Ben Franklin teachers participating in
  planning and delivery of lessons

10
Incredible YearsTeacher Training at Ben Franklin

• Teacher training at Ben Franklin during School
  Year 2007-2008 included
  
• Five full day interactive classroom management
  workshops offered throughout the school year, and
  3 days of training from Seattle IY trainer on
  Dina Dinosaur curriculum.
• Sessions on promoting pro-social behavior and
  school readiness, reducing non-cooperation and
  aggressive behaviors, and ways to collaborate
  with parents to support school involvement and
  school-home consistency.
• Teachers implementing a classroom action plan
  with ongoing support from CMH IY staff.
  

11
Incredible YearsParent Training at Ben Franklin

• Parent training at Ben Franklin during School
  Year 2007-2008 included
  
• A 12-week parent group with two CMH IY
  facilitators meeting once a week. Child care,
  supper and transportation offered to program
  participants.
• Used a collaborative process to promote positive
  parent-child relationships through play, praise
  and attention.
  
• Worked on effective limit-setting, use of
  incentives, building social competence and
  handling misbehavior.
  
• All Kindergarten parents received detailed
  handouts on the Dina Dinosaur curriculum
  throughout the year and received tips on how to
  use the Dina techniques at home.

12
Evaluation of Incredible Years at Ben Franklin

• Evaluation on all three components of the model,
  data collection includes
  
• Classroom Environment Scale pre/post
• Social Competence Scale on Student Behavior
  pre/post
  
• Teacher Classroom Strategies pre/post
• Teacher Workshop Satisfaction Surveys
• Parent Dina Dinosaur Satisfaction Surveys
• Parent Stress Index parent group, pre/post
• Eyberg Child Behavior Inventory parent group,
  pre/post
  
• Parent Group Satisfaction Surveys

13
Classroom Environment Scale
Teachers filled out the scale in October 2007 and
again in May 2008. Instructions were to
Think about the general atmosphere of your class
room during the last month. Use the scale below
where 10 stands for always, 0 stands for
never and 5 stands for half the time.
0.1 .... 2.3.4.5.6.7.8.9.10
Rarely Sometimes
Almost always
14
Classroom Environment ScaleOctober 2007 versus
May 2008
Teachers rate their classrooms on scale of 1
through 10 for behaviors exhibited in past month
(N8 Classrooms)
Q1. Students follow classroom rules
Q2. Students work cooperatively (helping sharing
, teamwork). Q3. Students attempt to problem so
lve when conflicts arise (talk about problem,
discuss feelings, suggest solutions).
Q4. Students manage anger (uses words not fists,
takes deep breaths, remains calm).
Almost Always
Some- times
Rarely
Source Classroom Environment Scale database
15
Classroom Environment ScaleOctober 2007 versus
May 2008
Teachers rate their classrooms on scale of 1
through 10 for behaviors exhibited in past month
(N8 Classrooms)
Q5. Students express feelings appropriately
(positive or negative) Q6. Students handle tr
ansitions well. Q7. Students stay on task durin
g class activities. Q8. Students show awarenes
s and concern for individual differences
Almost Always
Some- times
Rarely
Source Classroom Environment Scale database
16
Classroom Environment ScaleOctober 2007 versus
May 2008
Teachers rate their confidence on six point
scale very unconfident, unconfident, somewhat
unconfident, somewhat confident, confident, very
confident (N8 Classrooms)
How confident are you in managing current
behavior problems in your classroom?
How confident are you in managing futu
re behavior problems in your classroom?
Source Classroom Environment Scale database
17
Classroom Environment Scale By Franklin Program (
AM, PM, Extended Day)October 2007 versus May 2008
Average TOTAL score on Classroom Environment
Scale by Program (maximum 80 points)
Source Classroom Environment Scale database
18
Social Competence Scale Teacher

• Teachers rate individual student behavior on 25
  questions using scale not at all, a little,
  moderately well, well very well .
  
• Ratings occurred in October 2007 and again in May
  2008.
  
• Questions look at
• Emotional regulation
• Problem solving skills
• Attentiveness and initiation
• N 89 students
• (17 students moved before post data was collected
  and are not included in the analysis.)
  

Tool used by Incredible Years Programs Denver
Colorado School District
19
Social Competence Scale TeacherEmotional
Regulation
October 2007 versus May 2008
Percentage who do well or very well
N89 students
Source Social Competence Scale Teacher database
20
Social Competence Scale TeacherSocial
Skills/Peer Interaction
October 2007 versus May 2008
Percentage who do well or very well
N89 students
Source Social Competence Scale Teacher database
21
Social Competence Scale TeacherAttentiveness/
Initiative
October 2007 versus May 2008
Percentage who do well or very well
N89 students
Source Social Competence Scale Teacher database
22
Social Competence Total Score by Franklin Program
(AM, PM, Extended Day)October 2007 versus May
2008
Average TOTAL score by Program (maximum 125
points)
N89 students
All statistically significant at p000
Source Social Competence Scale Teacher database
23
Social Competence Total Score by
EthnicityOctober 2007 versus May 2008
Average TOTAL score by Program (maximum 125
points)
N42
N8
N6
N10
N20
1 Native American pre 75, post 125
All statistically significant at p01
Source Social Competence Scale Teacher database
24
Social Competence Total Score by Gender /
Ethnicity/ Disability October 2007 versus May
2008
Average TOTAL score by Program (maximum 125
points)
N47
N6
N51
N83
N42
N38
All statistically significant at p01
Source Social Competence Scale Teacher database
25
Social Competence Total Score by TeacherOctober
2007 versus May 2008
Average TOTAL score by Program (maximum 125
points)
N20
N33
N18
N18
Source Social Competence Scale Teacher database
26
Social Competence Total Score by Gender /
Ethnicity/ Disability October 2007 versus May
2008
Average TOTAL score by Program (maximum 125
points)
N47
N6
N51
N83
N42
N38
All statistically significant at p01
Source Social Competence Scale Teacher database
27
Social Competence Total Score by
EthnicityOctober 2007 versus May 2008
Average TOTAL score by Program (maximum 125
points)
N42
N8
N6
N10
N20
1 Native American pre 75, post 125
All statistically significant at p01
Source Social Competence Scale Teacher database
28
Social Competence Total Score by Franklin Program
(AM, PM, Extended Day)October 2007 versus May
2008
Average TOTAL score by Program (maximum 125
points)
N89 students
All statistically significant at p000
Source Social Competence Scale Teacher database
29
Social Competence Total Score by TeacherOctober
2007 versus May 2008
Average TOTAL score by Program (maximum 125
points)
N20
N33
N18
N18
Source Social Competence Scale Teacher database
30
Teacher Strategies Scale

• Teachers rate how often they use various teaching
  strategies on 34 questions using scale
  rarely/never, sometimes, half the time,
  often very often .
• Ratings occurred in October 2007 and again in May
  2008.
  
• Questions divided into five scales
• Positive Approaches with Parents
• Praise and Incentives
• Proactive Strategies
• Limit-Setting Strategies
• Inappropriate Strategies (lower score better)
• N 5 teachers, parent scale 4 teachers

Tool used by Incredible Years Programs Denver
Colorado School District Incredible Years in p
rocess of completing psychometric analyses,
currently using these scales
31
Teacher Strategies ScaleFall versus Spring
Average total score on each subscale, n5 (parent
n4)
Increase in proactive strategies and decrease in
inappropriate strategies significant at p05,
increase in praise marginally significant p06
Source Teacher Strategies database
32
Teacher Training Satisfaction with Workshops 1-5
Ben Franklin Staff Only
There were no not helpful answers
Source Teacher workshop satisfaction database
33
Teacher Training Satisfaction with Workshops 1-5
Ben Franklin Staff Only
Source Teacher workshop satisfaction database
There were no neutral or not helpful answers
34
Teacher Training Satisfaction by
Workshop
Ben Franklin Staff Only
Average score Scale 1not helpful, 2neutral, 3
helpful, 4very helpful
Source Teacher workshop satisfaction database
35
Parent Feedback Survey Dinosaur School
Parents were asked to read a description of the
Dinosaur School (puppets named Dina and Wally and
the lessons being taught) They were then ask
ed to think about the last three months and rate
the following questions on a 4-point scale very
often, somewhat often, once in awhile, not
at all.

• How often does your child talk about the things
  he or she is learning in Dinosaur School?
  
• 2. How often have you noticed your child doing
  the following
  
• Talks about his/her feelings
• Identifies / recognizes when there is a problem
• Tries to solve problems when they come up (uses
  solutions/ideas from Dinosaur School)
  
• Shares or helps friends/siblings

36
Parent BASIC Group
Weekly parent group using Incredible Years
curriculum to strengthen parenting skills and
reduce stress.
Nine parents completed 3 fathers, 4 mothers, 1
stepparent, 1 grandparent

• Tools Used to Measure Outcome
• Pre and Post Parenting Stress Index PSI
  Paper/pencil assessment parent fills out to
  assess parent-child relationship (three subscales
  and total stress score)
• Pre and Post Eyberg Child Behavior Inventory
  ECBI Paper/pencil behavioral rating scale
  parent fills out to measure their perception of
  child conduct problems and the extent to which it
  is a problem for the parent.

37
Parenting Stress Index Pre to Post Program
Significant Drop in Percentage of Parents at a
Clinical Level of Parental Stress (TSS)
Average stress level for the Ben Franklin parent
group beginning and end is less than for the
parent treatment groups held at the CMHRC.
Average Entry Score 81.2 (SD8)
Average Exit Score - 47.7 (SD13)
t56.5, significant at p
N6 with pre and post PSI
Total Stress Score (TSS) is an indication of the
stress level experienced within the role as
parent. Clinical level is at or above the 90t
h percentile on PSI scale.
Source PSI / ECBI Database
38
Eyberg Child Behavior Inventory ECBI Pre to
Post Program
Significant Improvement in Behavior Intensity and
Child Behavior Problems (as perceived by parents)
Average ECBI levels for the Ben Franklin parent
group beginning and end is lower than for the
parent treatment groups held at the CMHRC.
N9 with pre and post ECBI
INTENSITY Average Entry Score - 132 (SD19) Aver
age Exit Score - 89 (SD8) t88, significant
at p
PROBLEM Average Entry Score 12 (SD10) Average
Exit Score - 1 (SD3) T83 , significant at
p
Source PSI / ECBI Database
39
Parent Satisfaction with BASIC IY Parent Program,
n9 parents

• Problem(s) that originally prompted me to take
  this program for my child.
  
• Use of methods to try and change childs
  problems
  
• My feelings about my childs progress
• Has helped with other personal/family problems

Source Tally sheet for parent BASIC satisfaction
surveys
40
Parent Satisfaction with BASIC Parent Program

• Of 9 respondents
• All would strongly recommend the program to a
  friend or relative.
  
• All felt positive 3 or very positive 6
  about achieving their goal in the program for
  child and family.
  
• All were confident 5 or very confident 4
  they could manage current behavior problems.
  
• All were optimistic 1 or very optimistic
  8 about good results from the program.
  
• All felt the parenting approach used to change
  child behavior was appropriate 1 or greatly
  appropriate 8.

Source Tally sheet for parent BASIC satisfaction
surveys
41
Parent Satisfaction with BASIC Parent Program
Response to Facilitators
Response to Group

• All participants felt very supported 6 or
  supported 3 by the group.
  
• Eight of nine program participants would like to
  keep meeting as a group. (The one participant who
  did not want to keep meeting was a grandparent).
  
• Seven felt it was likely or somewhat likely
  they would continue meeting. The other two were
  neutral
  

• Two facilitators
• I feel the leaders teaching was
• The leaders preparation was

N9 responses
Source Tally sheet for parent BASIC satisfaction
surveys
42
Parent Satisfaction with BASIC Parent Program

• What did you see as the main benefit of the
  Incredible Years program?
  
• I have become so much better with my children in
  all the ways that a father should be. I feel
  this will help me stay that 1 dad that Ive
  always wanted. Thank you very much.
• Positive talk was the most beneficial for me.
  Also the skills taught how and when to ignore,
  using calming down techniques.
  
• How easy it is to make small changes and have
  such wonderful results. When the program is
  broken down the way it was, everything makes so
  much sense.
• Learning skills to improve communication,
  bringing parents into the childrens setting
  really helped my kids. They have been so proud
  and excited to have me here every Monday.
• Consistency and reinforcing positive/expected
  behaviors.