Evaluation of the Incredible Years SCHOOL READINESS Parenting Programme in North Wales 25 th January 2013 Kirstie Pye, PhD Student.

Evaluation of the Incredible Years

SCHOOL READINESS Parenting Programme in North

Wales

Evaluation of the Incredible Years

SCHOOL READINESS Parenting Programme in North

Wales

25th January 2013

Kirstie Pye, PhD Student

25th January 2013

Kirstie Pye, PhD Student

BackgroundBackground

“School Readiness” – multi-dimensional concept involving the child, home, and school

More children arrive in school without social and self-regulatory skills

Low academic achievement and poor relationships

The IY School Readiness Programme was developed to address risk factors associated with children’s lack of academic readiness and poor home-school connections

(Webster-Stratton, 2004)

“School Readiness” – multi-dimensional concept involving the child, home, and school

More children arrive in school without social and self-regulatory skills

Low academic achievement and poor relationships

The IY School Readiness Programme was developed to address risk factors associated with children’s lack of academic readiness and poor home-school connections

(Webster-Stratton, 2004)

The IY School Readiness programmeThe IY School Readiness programme

The programme – 2 partsThe programme – 2 parts

PART 1: Child-directed play: Strengthening social, emotional, and cognitive skills Emotion coaching and problem-solving Encouraging language skills and creativity

PART 2: Interactive reading Encouraging social, emotional, academic and problem

solving skills Having fun with books and letting the child be the

storyteller

PART 1: Child-directed play: Strengthening social, emotional, and cognitive skills Emotion coaching and problem-solving Encouraging language skills and creativity

PART 2: Interactive reading Encouraging social, emotional, academic and problem

solving skills Having fun with books and letting the child be the

storyteller

Reading with CARE Reading with CARE

Commenting and describing

Asking open-ended questions

Responding with encouragement

Expanding on what the child says

CARE

Aims Aims

To establish:

A battery of effective measures to assess the effectiveness of the programme

The effectiveness of the new Programme

Any difficulties or barriers in implementing the programme

To establish:

A battery of effective measures to assess the effectiveness of the programme

The effectiveness of the new Programme

Any difficulties or barriers in implementing the programme

Sample and designSample and design

Assessment BatteryAssessment Battery

Parents Demographics Play And Reading Observation

Tool (Pye et al, in preparation) Eyberg Child Behaviour Inventory

(Eyberg & Robinson, 1978) Parent Strengths and Difficulties

Questionnaire (Goodman, 1997) Parental Sense of Competence

(Johnston & Mash, 1989)

Parents Demographics Play And Reading Observation

Tool (Pye et al, in preparation) Eyberg Child Behaviour Inventory

(Eyberg & Robinson, 1978) Parent Strengths and Difficulties

Questionnaire (Goodman, 1997) Parental Sense of Competence

(Johnston & Mash, 1989)

Group leaders Focus group End of programme

evaluation Weekly delivery

evaluations

Group leaders Focus group End of programme

evaluation Weekly delivery

evaluations

Primary Outcome measurePrimary Outcome measure

Baseline characteristicsBaseline characteristics

Results – questionResults – question

Significant difference between intervention and control, d = 0.84Significant difference between intervention and control, d = 0.84

Results – open questionResults – open question

Significant difference between intervention and control, d = 0.85Significant difference between intervention and control, d = 0.85

Results – closed questionResults – closed question

No significant difference between intervention and controlNo significant difference between intervention and control

Results – encouragement/praiseResults – encouragement/praise

Significant difference between intervention and control, d = 0.86Significant difference between intervention and control, d = 0.86

Results – parent verbalisationsResults – parent verbalisations

Significant difference between intervention and control, d = 0.79Significant difference between intervention and control, d = 0.79

Results – child verbalisationsResults – child verbalisations

No significant difference between intervention and control, d= 0.61No significant difference between intervention and control, d= 0.61

Other Results Other Results

• No significant differences between intervention and control for descriptive comment and reflection/expansion

• No significant differences between intervention and control for SDQ total difficulties, ECBI intensity and PSOC total score

• No significant differences between intervention and control for descriptive comment and reflection/expansion

• No significant differences between intervention and control for SDQ total difficulties, ECBI intensity and PSOC total score

Feedback Feedback

How likely are you to run the programme again at your school in the future? Very likely = 4 Likely = 3

Schools and parents reported an improved home-school relationship

Schools said they felt more comfortable talking to the parents and felt they were better heard by the parents after the programme

Some schools have already started to deliver the programme again

Opportunity for schools to co-deliver with nursery staff in July before the children start school

How likely are you to run the programme again at your school in the future? Very likely = 4 Likely = 3

Schools and parents reported an improved home-school relationship

Schools said they felt more comfortable talking to the parents and felt they were better heard by the parents after the programme

Some schools have already started to deliver the programme again

Opportunity for schools to co-deliver with nursery staff in July before the children start school

CostsCosts

Room preparation time = 15/30/60 mins Session preparation time = 30/60/90 mins Group time = 2 hours Catch-up sessions = 0/30/60 mins Telephone calls = 20/30 mins Supervision = 2 hours Costs

Supply cover for teacher (£80 - £300 per week) Refreshments etc. (£4 per week)

Room preparation time = 15/30/60 mins Session preparation time = 30/60/90 mins Group time = 2 hours Catch-up sessions = 0/30/60 mins Telephone calls = 20/30 mins Supervision = 2 hours Costs

Supply cover for teacher (£80 - £300 per week) Refreshments etc. (£4 per week)

Feedback from the parents...Feedback from the parents...

Enjoyed the sessions and would of liked more, 4 doesn’t seem enough.

Sharing stories has given me ideas of what we can do.

I encourage the school to provide this short course to all parents of

pre-school children. Was very helpful and informative, all parents

would benefit.

Feedback from the parents...Feedback from the parents...

Feel much more positive about myself and my

children due to the CARE side of the sessions

Sad that this is the end of the course. Enjoyed the time. Feel that my boys have had lots of

“happy” times…

Week 1: Scary to start with, afraid that I’d come across as daft, or say something stupid….Got a lot out of the sessions

Week 4: Thank you, I have gained confidence, knowledge, hopefully will

carry forward into the future

Thanks for listening!Thanks for listening!

www.incredibleyearswales.co.uk

[email protected]

www.incredibleyearswales.co.uk

[email protected]