Preventing conduct problems and improving school readiness: Evaluation of The Incredible Years Teacher and Child Training Programs

University of Washington, School of Nursing, Parenting Clinic, Seattle, WA 98105, USA.
Journal of Child Psychology and Psychiatry (Impact Factor: 6.46). 06/2008; 49(5):471-88. DOI: 10.1111/j.1469-7610.2007.01861.x
Source: PubMed


School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent-school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders.
This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions.
Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels.
These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children.

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    • "All three studies yielded similar, positive outcomes in regard to both student and teacher behavior. After receiving monthly trainings (ranging from a total of 28 to 36 h of training), teachers who received IYTCM trainings reported significantly higher rates of parent involvement (Webster- Stratton et al. 2001), used more positive classroom management strategies (e.g., praise, encouragement) and fewer inappropriate classroom management strategies (e.g., critical statements, failure to monitor, overly strict; Webster-Stratton et al. 2004; Webster-Stratton et al. 2008), and reported feeling more confident in managing students' behavior (Webster- Stratton et al. 2004). Students of trained teachers displayed increased rates of social competence, school readiness, and prosocial behaviors, as well as decreased rates of conduct problems (Webster-Stratton et al. 2001; Webster-Stratton, et al. 2008). "
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    ABSTRACT: The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers’ response to the Incredible Years Teacher Classroom Management (IYTCM) program (Webster-Stratton et al., Journal of Clinical Child Psychology 30:283–302, 2001). A certified IYTCM trainer conducted two groups (N = 18) that received a modified length of IYTCM training (24 h total). Adapting the length of IYTCM was necessary given the limited availability for training of after-school care providers in the large urban school district where this study was collected. Using a pre- and post-group training design, IYTCM group training resulted in improvements consistent with prior reports within the literature that involved classroom teachers. Findings indicated significant improvement in after-school care providers’ perceptions of positive classroom management strategies and their reported confidence in managing future behavior problems. After-school care providers also indicated high levels of satisfaction with the program and the certified trainer, yet support against modifying the duration and length of the training was evident in this small pilot study. Overall, findings were encouraging and warrant additional research on the use of this evidence-based group training approach in meeting the unique training needs associated with after-school care providers.
    09/2015; 19(3). DOI:10.1007/s40688-014-0036-4
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    • "Concorda-se com Webster-Stratton et al. (2008) que propuseram, para as questões de ordem comportamental, incluir no currículo escolar conteúdos sociais e emocionais, propiciando aos professores habilidades eficazes em sala de aula. Conclui-se como necessário o trabalho efetivo do professor que use, sobretudo, práticas positivas para ensinar seus alunos, sejam as habilidades acadêmicas, sejam as interpessoais, o que pode favorecer o aumento das habilidades sociais das crianças e reduzir os problemas de comportamento (Webster-Stratton et al., 2008). "

    12/2014; 14(3). DOI:10.12957/epp.2014.13912
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    • "A number of existing early intervention programs attempt to improve school readiness and increase academic success by targeting the social-emotional competency of preschool and young children at-risk for developing behavior disorders. Notably, these interventions include The Incredible Years (Webster‐Stratton et al. 2008), Project Star (Kaminski and Stormshak 2007), Promoting Alternative Thinking Skills (PATHS; Greenberg et al. 1995), Early Risers' " Skills for Success " Program (August et al. 2007), and First Step to Success (Walker et al. 1998). However, none of these programs , despite strong empirical support, have been designed to target multiple aspects of school readiness (e.g., they focus mostly on social-emotional skills) or provide services during the summer transition to kindergarten. "
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    ABSTRACT: To examine a) the feasibility of delivering a summer treatment program for pre-kindergarteners (STP-PreK) with externalizing behavior problems (EBP) and b) the extent to which the STP-PreK was effective in improving children’s school readiness outcomes. Participants for this study included 30 preschool children (77 % boys; Mean age = 5.33 years; 77 % Hispanic background) with at-risk or clinically elevated levels of EBP. The STP-PreK was held at an early education center and ran for 8-weeks (M-F, 8 a.m.–5 p.m.) during the summer between preschool and kindergarten. In addition to a behavioral modification system and comprehensive school readiness curriculum, a social-emotional curriculum was also embedded within the STP-PreK to target children’s self-regulation skills (SR). Children’s pre- and post-school readiness outcomes included a standardized school readiness assessment as well as parental report of EBP, adaptive functioning, and overall readiness for kindergarten. SR skills were measured via a standardized executive functioning task, two frustration tasks, and parental report of children’s emotion regulation, and executive functioning. The STP-PreK was well received by parents as evidenced by high attendance and satisfaction ratings. Additionally, all school readiness outcomes (both parent and observational tasks) significantly improved after the intervention (Cohen’s d effect sizes ranged from 0.47 to 2.22) with all effects, except parental report of emotion regulation, being maintained at a 6-month follow-up. These findings highlight the feasibility and utility of delivering an early intervention summer program that can successfully target multiple aspects of children’s school readiness, including behavioral, social-emotional/self-regulation, and academics.
    Journal of Psychopathology and Behavioral Assessment 12/2014; 36(4). DOI:10.1007/s10862-014-9418-1 · 1.55 Impact Factor
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