Evaluation of the Incredible Years TODDLER Parent Training Programme for nursery staff working with 2-3 year old children living in high risk disadvantaged.

Evaluation of the Incredible Years TODDLER Parent Training

Programme for nursery staff working with 2-3 year old

children living in ‘high risk’

disadvantaged areas

Evaluation of the Incredible Years TODDLER Parent Training

Programme for nursery staff working with 2-3 year old

children living in ‘high risk’

disadvantaged areas Incredible Years Wales Conference, Cardiff, 17th March,

2010.

Dr. Tracey Bywater, Nicole Gridley, & Dr. Karen Jones

Incredible Years Wales Conference, Cardiff, 17th March, 2010.

Dr. Tracey Bywater, Nicole Gridley, & Dr. Karen Jones

OverviewOverview

Background Rationale Evaluation Aims Sample Results Conclusions

Background Rationale Evaluation Aims Sample Results Conclusions

BackgroundBackground

Benefits of early parent-based intervention well documented

Significant numbers of pre-school children receive care in ‘out of home’ settings

Government initiatives such as Flying Start have increased the provision of nursery care for pre-school children living in disadvantaged areas

Benefits of early parent-based intervention well documented

Significant numbers of pre-school children receive care in ‘out of home’ settings

Government initiatives such as Flying Start have increased the provision of nursery care for pre-school children living in disadvantaged areas

BackgroundBackground

The importance of delivering evidence based services is being increasingly recognised by Government at national and local levels

‘Child behaviour management’ is part of child-care worker training

Specific training in evidence-based child management skills has not yet been systematically incorporated (Hutchings & Bywater, in preparation).

The importance of delivering evidence based services is being increasingly recognised by Government at national and local levels

‘Child behaviour management’ is part of child-care worker training

Specific training in evidence-based child management skills has not yet been systematically incorporated (Hutchings & Bywater, in preparation).

RationaleRationale

A recent pilot study (Hutchings & Bywater, in preparation) demonstrated that the IY parent programme is: acceptable to nursery workers reported to enhance their skills:

“The child I was working with would have temper tantrums and use swear words. I found that praising his good behaviour really helped decrease the tantrums and swearing”

“Getting down to the child’s level and giving them plenty of eye contact works well”

The programme now needs further evaluation to establish its effectiveness

A recent pilot study (Hutchings & Bywater, in preparation) demonstrated that the IY parent programme is: acceptable to nursery workers reported to enhance their skills:

“The child I was working with would have temper tantrums and use swear words. I found that praising his good behaviour really helped decrease the tantrums and swearing”

“Getting down to the child’s level and giving them plenty of eye contact works well”

The programme now needs further evaluation to establish its effectiveness

Specific AimsSpecific Aims

1. Report on levels of difficulties being experienced by children in high risk areas

2. Investigate relationships between parent & teacher report of children’s behaviour

3. Explore the efficacy of the IY parenting programme on:a) children’s behaviour in the nursery settingsb) Levels of stress reported by nursery workersc) Sense of competence in behaviour management

techniques

1. Report on levels of difficulties being experienced by children in high risk areas

2. Investigate relationships between parent & teacher report of children’s behaviour

3. Explore the efficacy of the IY parenting programme on:a) children’s behaviour in the nursery settingsb) Levels of stress reported by nursery workersc) Sense of competence in behaviour management

techniques

Assessment BatteryAssessment Battery

Parents Consent for nursery staff

to provide research team with reports of their child’s conduct

Eyberg Child Behaviour Inventory (Eyberg & Robinson, 1978)

Parent Strengths and Difficulties Questionnaire

(Goodman, 1997)

Parents Consent for nursery staff

to provide research team with reports of their child’s conduct

Eyberg Child Behaviour Inventory (Eyberg & Robinson, 1978)

Parent Strengths and Difficulties Questionnaire

(Goodman, 1997)

Nursery Staff Index of Teaching Stress

(Greene, Abidin, & Kmetz, 1997)

Teacher Strengths and Difficulties Questionnaire (Goodman, 1997)

Parental Sense of Competence (Johnstone & Mash, 1989) - adapted for use with nursery staff

Nursery Staff Index of Teaching Stress

(Greene, Abidin, & Kmetz, 1997)

Teacher Strengths and Difficulties Questionnaire (Goodman, 1997)

Parental Sense of Competence (Johnstone & Mash, 1989) - adapted for use with nursery staff

DesignDesign

Measures collected for children of all consenting parents at BASELINE

TODDLER programme delivered to participating Nurseries - 12x two-hour sessions

FOLLOW-UP measures collected 4 months after baseline

Measures collected for children of all consenting parents at BASELINE

TODDLER programme delivered to participating Nurseries - 12x two-hour sessions

FOLLOW-UP measures collected 4 months after baseline

SampleSample

Recruited 2 Flying Start Nurseries in Gwynedd

Participants: Recruited 13 nursery workers & 35 children under

their care; 17 boys & 18 girls, aged between 25 and 47 months (M = 33 months).

Approximately 1 nursery carer for every 3-5 children

Recruited 2 Flying Start Nurseries in Gwynedd

Participants: Recruited 13 nursery workers & 35 children under

their care; 17 boys & 18 girls, aged between 25 and 47 months (M = 33 months).

Approximately 1 nursery carer for every 3-5 children

Snapshot of Nursery School ChildrenSnapshot of Nursery School Children

Sample reported above clinical cut-off Baseline

% above clinical cut-off Follow up

TSDQ Total Difficulties (>17)

25.7% 11%

PSDQ Total Difficulties (>17)

12% 9%

Nursery Staff Sense of Competence (NSOC)Nursery Staff Sense of Competence (NSOC)

Significant increase in Competence.

Significant increase in Satisfaction.

Increase in Efficacy.

Significant increase in Competence.

Significant increase in Satisfaction.

Increase in Efficacy.

Total CompetenceTotal Competence

59.73

64.36

57

58

59

60

61

62

63

64

65

Total Competence

Subscale

Total Mean Score

Baseline

Follow Up

Total Satisfaction & EfficacyTotal Satisfaction & Efficacy

23.91

30.36

31.7332.64

0

5

10

15

20

25

30

35

Total Satisfaction Total Efficacy

Category

Mean Score

Baseline

Follow Up

Index of Teacher StressIndex of Teacher Stress

Significant improvements across ALL 12 subscales Three main domain scores and total stress

significantly reduced to below p =.001 level. Significant reduction of

Stress related to Student temperamentDistress related to self-expectation in relation to

student.Total Stress

Significant improvements across ALL 12 subscales Three main domain scores and total stress

significantly reduced to below p =.001 level. Significant reduction of

Stress related to Student temperamentDistress related to self-expectation in relation to

student.Total Stress

ITS GraphITS Graph

49.89

55.86

135

38

45.43

104.4

0

20

40

60

80

100

120

140

160

Student Characteristics Teacher Charcteristics Total Stress

Category

Mean Score

Baseline

Follow Up

Teacher Rated Strengths & DifficultiesTeacher Rated Strengths & Difficulties

Improvement across ALL subscales Significant increase in:

Pro-social behaviour A non-significant decrease in:

Emotional problems Significant decrease in:

Conduct problems

Hyperactivity problems

Peer problems

Overall difficulties

Improvement across ALL subscales Significant increase in:

Pro-social behaviour A non-significant decrease in:

Emotional problems Significant decrease in:

Conduct problems

Hyperactivity problems

Peer problems

Overall difficulties

TSDQ GraphTSDQ Graph

2.09

2.63

4.57

2.11

6.11

11.4

1.631.83

3.51

1.46

7.54

8.74

0

2

4

6

8

10

12

Emotion Conduct Hyperactivity Peers Prosocial Total Difficulties

Subscale

Mean Score

Baseline

Follow Up

Relationships Between Parent & Teacher ReportsRelationships Between Parent & Teacher Reports

No significant change of child behaviour was found using the parent-reported ECBI or PSDQ.

Few significant correlations between parent & teacher reports of child behaviour at baseline & follow up.

No significant change of child behaviour was found using the parent-reported ECBI or PSDQ.

Few significant correlations between parent & teacher reports of child behaviour at baseline & follow up.

Parent & Teacher SDQ - HyperactivityParent & Teacher SDQ - Hyperactivity

3.87

4

4.57

3.51

3

3.2

3.4

3.6

3.8

4

4.2

4.4

4.6

4.8

Baseline Follow Up

Time

Total Mean Score

Parent

Teacher

Parent & Teacher SDQ - Total DifficultiesParent & Teacher SDQ - Total Difficulties

9.73

10.47

11.4

8.74

8

8.5

9

9.5

10

10.5

11

11.5

12

Baseline Follow Up

Time

Total Mean Score

Parent

Teacher

Feedback from the programme...Feedback from the programme...What was helpful?• Group discussions

• Group support networks

• Sharing information

• Learning new skills

• Videos to relate too

• Role play

What was helpful?• Group discussions

• Group support networks

• Sharing information

• Learning new skills

• Videos to relate too

• Role play

What did you like most?

• “I enjoyed all of the course - very good. The tutor was excellent!!!”

• Learning new skills• Group support networks

What did you like most?

• “I enjoyed all of the course - very good. The tutor was excellent!!!”

• Learning new skills• Group support networks

Changing Attitudes & Enhancing SkillsChanging Attitudes & Enhancing Skills

“Since doing this Incredible Years course I have seen a small improvement in Sam. I think it is because I have learnt a lot about praise, tangible rewards and just doing things differently. Sam can concentrate for longer now.”

“Child directed play...opens doors to all the other things like a chance to give descriptive commentary, praise and encouragement. You have fun with the child instead of just observing and noticing when the child behaves inappropriately.”

“Since doing this Incredible Years course I have seen a small improvement in Sam. I think it is because I have learnt a lot about praise, tangible rewards and just doing things differently. Sam can concentrate for longer now.”

“Child directed play...opens doors to all the other things like a chance to give descriptive commentary, praise and encouragement. You have fun with the child instead of just observing and noticing when the child behaves inappropriately.”

ConclusionsConclusions

The IY toddler programme delivered to nursery staff is successful in decreasing disruptive behaviour in the nursery environment.

It increases competence and confidence in nursery workers. It decreases stress and frustration in nursery workers. It improves key working relationships between nursery workers

and children. It does not change parent reports of child behaviour There are inconsistencies between parent & teacher reports of

child behaviour

The IY toddler programme delivered to nursery staff is successful in decreasing disruptive behaviour in the nursery environment.

It increases competence and confidence in nursery workers. It decreases stress and frustration in nursery workers. It improves key working relationships between nursery workers

and children. It does not change parent reports of child behaviour There are inconsistencies between parent & teacher reports of

child behaviour

Thank you for listening Thank you for listening

For more information please contact:Dr. Tracey [email protected] Karen [email protected] [email protected]: (01248) 382651Website: www.incredibleyearswales.co.ukhttp://incredible-years-wales-research.bangor.ac.uk

For more information please contact:Dr. Tracey [email protected] Karen [email protected] [email protected]: (01248) 382651Website: www.incredibleyearswales.co.ukhttp://incredible-years-wales-research.bangor.ac.uk