Evaluating the Incredible Years Evaluating the Incredible Years School Readiness School Readiness Parenting Programme Parenting Programme Kirstie Cooper
Jan 28, 2016
Evaluating the Incredible Years Evaluating the Incredible Years School Readiness School Readiness
Parenting ProgrammeParenting Programme
Kirstie Cooper
The IY School ReadinessProgramme
Child-directed play: Strengthening children’s
social, emotional, and cognitive skills
Emotion coaching to build emotional expression
Building children’s self-esteem and creativity
Teaching children to problem-solve
Building children’s language skills
Part 1
Part 2
Encouraging social, emotional, academic and
problem solving skills through interactive reading
Building children’s self-esteem and self-confidence
in their reading ability
Having fun with books
Letting the child be the storyteller
Using the Reading With CARE building blocks
Commenting and describing
Asking open-ended questions
Responding with encouragement
Expanding on what the child says
Reading with CARE building blocks
CARE
To establish:
A battery of effective measures to assess children’s school readiness
The effectiveness of the new Programme in improving children’s school readiness
Any difficulties or barriers in implementing the programme
The Evaluation
• 10 schools in North Wales
• Schools allocated to Intervention and waiting-list Control on a ‘first come first serve’ basis
• Two staff at each school received training
• Teachers recruited groups of up to 12 parents with children aged 3-5 years
• Intervention = 37 Control = 16
Recruitment
• Groups run during school time (AM/PM)
• 2 hours per week for 4 weeks
• Weekly supervision session with Prof. Hutchings
• Three home visits to families (1 hour each)
• Semi-structured interviews, questionnaires, direct observation, focus group
Group delivery & data collection
DemographicsPersonal Data and Health Questionnaire
(PDHQ; Hutchings, 1996)
Mean
Child age 46 months
Primary caregiver age 33 years
Primary caregivers age when first child born
25 years
Primary caregivers age leaving school
17 years
Demographics
%
Child gender 52% boys
Caregiver gender 98% females
Biological parent 100%
Married / living together 81%
Very low income 36%
State benefits 25%
Child BehaviourStrengths and Difficulties Questionnaire
(SDQ; Goodman, 1997)
• Parent report questionnaire
• 5 scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behaviour
• Scores for each scale, total difficulties and impact
SDQ Total impact
Child BehaviourEyberg Child Behaviour Inventory
(ECBI; Eyberg & Ross, 1978; Eyberg, 1980)
• 36-item parent report measure
• 7-point Intensity, measuring frequency of behaviours
• Yes-No Problem, identifies whether parent perceives the behaviour to be a problem.
ECBI Total problems
Play and Reading Observation Tool (PAROT)
• Direct Observation – 30 minutes
• Part 1 – Child-directed play
15 minutes of observing the unstructured play between the primary caregiver and child.
• Part 2 – Interactive Reading
15 minutes of observing the primary caregiver and child reading together.
• One of three bilingual books used at each time point
PAROT - playParent emotion coaching
PAROT - play Parent labelled praise
PAROT – playChild positive behaviours
PAROT – playParent critical statements
PAROT – readingParent open-ended questions
Home-School Relationship Qualitative/Quantitative Data
Focus group
• e.g. “What effect do you feel this programme has had on the relationship between the parents and your school?”
Group Leader Evaluation / Parent Evaluation
• Self-report questionnaire, rate on 5/6point Likert scale
Parent Semi-structured Interview
• e.g. “Has the programme had an effect on the relationship between you as a parent and the school?”
Attendance & Feedback
• Mean number of sessions attended = 3
• 50% of parents attended all 4 sessions
• 90% of parents attended at least 2 sessions
• How likely are you to run the programme again at your school in the future? Very likely = 4 Likely = 3
Costs / Time• Supply cover for teacher (£80 - £300 pw)
• Refreshments etc. (£4 per week)
• Room preparation time = 15/30/60 mins
• Session preparation time = 30/60/90 mins
• Group time = 2 hrs, supervision = 2 hrs
• Catch-up sessions = 0/30/60 mins
• Telephone calls = 20/30 mins
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