Incredible Years Training Series

Incredible Years Incredible Years Training Series Training Series

The Future of School Psychology Task Force on

Family-School Partnerships

Jon Lasser and Kathryn Woods

DefinitionDefinitionThe Incredible Years training series The Incredible Years training series

is an empirically validated is an empirically validated prevention/intervention that is designed for prevention/intervention that is designed for

young children, parents, and teachers young children, parents, and teachers (Bates, 2005). This program may be used (Bates, 2005). This program may be used

for externalizing and internalizing for externalizing and internalizing problems and a broad range of behavioral, problems and a broad range of behavioral, emotional, and social problems exhibited in emotional, and social problems exhibited in

childhood. childhood.

See IY Handout 1 for More Information

Rationale for a Multi-Tiered Rationale for a Multi-Tiered Approach to Family-School Approach to Family-School

PartnershipsPartnershipsFamily-school partnerships provide a context for families Family-school partnerships provide a context for families

and educators to collaboratively identify and prioritize and educators to collaboratively identify and prioritize concerns across a continuum of opportunities and concerns across a continuum of opportunities and intensitiesintensities

Prevention and intervention efforts and supports are Prevention and intervention efforts and supports are delivered toward a universal and targeted audiencedelivered toward a universal and targeted audience

A multi-tiered approach enables families and educators to A multi-tiered approach enables families and educators to provide services based on a student’s responsiveness to provide services based on a student’s responsiveness to previous preventions, interventions, and supportsprevious preventions, interventions, and supports


Explanation for aExplanation for a Multi-Tiered Multi-Tiered Approach to Family-School Approach to Family-School

PartnershipsPartnershipsProvides various levels of family-school supports Provides various levels of family-school supports

based on a student’s identified need and based on a student’s identified need and responsiveness to previous effortsresponsiveness to previous effortsUniversal Universal – Family-school collaboration provided to – Family-school collaboration provided to

support all students and families (e.g., 4 As, Parent-support all students and families (e.g., 4 As, Parent-School Collaboration, Parent Involvement, Parent School Collaboration, Parent Involvement, Parent Education)Education)

TargetedTargeted – Family-school collaboration provided to support – Family-school collaboration provided to support identified students and families unresponsive to previous identified students and families unresponsive to previous universal efforts (e.g., Parent Education and universal efforts (e.g., Parent Education and Intervention, Parent Consultation)Intervention, Parent Consultation)

IntensiveIntensive – Family-school collaboration provided to – Family-school collaboration provided to students and families unresponsive to previous targeted students and families unresponsive to previous targeted efforts (e.g., Parent Consultation [conjoint behavioral efforts (e.g., Parent Consultation [conjoint behavioral consultation] and Parent Intervention)consultation] and Parent Intervention)

Tier 2: Targeted Group InterventionsTier 2: Targeted Group InterventionsSpecific preventions and remedial interventions Specific preventions and remedial interventions

for targeted groups of families and students for targeted groups of families and students identified as “at risk” and unresponsive to the identified as “at risk” and unresponsive to the

first tier (e.g., Parent Training and Intervention, first tier (e.g., Parent Training and Intervention, Parent ConsultationParent Consultation))

The Multi-Tiered Approach to The Multi-Tiered Approach to Family-School PartnershipsFamily-School Partnerships

Tier 1 80-90%

Tier 31-7%

Tier 25-15%

Tier 1: Universal Tier 1: Universal InterventionsInterventions

Engaging all families as Engaging all families as collaborative partners (e.g., 4 As, collaborative partners (e.g., 4 As,

Family-School Collaboration, Family-School Collaboration, Parent Involvement, Parent Parent Involvement, Parent

EducationEducation))

Tier 3: Intensive, Individual InterventionsTier 3: Intensive, Individual InterventionsIndividualized supports for families and students Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent unresponsive to the first two tiers (e.g., Parent

Consultation [conjoint behavioral consultation] and Consultation [conjoint behavioral consultation] and Family Intervention)Family Intervention)

Incredible Years Incredible Years Training SeriesTraining Series

Developed by Carolyn Webster-Stratton, the Developed by Carolyn Webster-Stratton, the Incredible Incredible Years series helps parents and teachers improve the Years series helps parents and teachers improve the social competence of children between the ages of 2 social competence of children between the ages of 2 and 10and 10

Based on cognitive social learning, the training is Based on cognitive social learning, the training is designed to prevent, treat, and reduce conduct designed to prevent, treat, and reduce conduct problems (Webster-Stratton, 2000)problems (Webster-Stratton, 2000)

For Which Populations is For Which Populations is Incredible Years Useful?Incredible Years Useful?Designed for parents and teachers of pre-school Designed for parents and teachers of pre-school

childrenchildren

Research was conducted with Head Start Research was conducted with Head Start programs in the Seattle areaprograms in the Seattle area

Studies show that this is a promising, effective Studies show that this is a promising, effective programprogram

Schools can arrange for teacher training that is Schools can arrange for teacher training that is parallel to the parent program to maintain parallel to the parent program to maintain consistency across learning environmentsconsistency across learning environments

InterventionsInterventionsIncredible Years trainings that target Incredible Years trainings that target parents are divided into three groups:parents are divided into three groups:

BASIC Parent Training ProgramBASIC Parent Training ProgramEarly Childhood (3-6)Early Childhood (3-6)School Age (6-10)School Age (6-10)

ADVANCE Parent Training ProgramADVANCE Parent Training ProgramEDUCATION Parent Training ProgramEDUCATION Parent Training Program

(Webster-Stratton, 2000)

BASICBASICTraining targets Training targets parenting skillsparenting skills::

Play/Involvement (e.g., How to play with a child, Play/Involvement (e.g., How to play with a child, helping children learn)helping children learn)

Praise/Rewards (e.g., The art of effective praising, Praise/Rewards (e.g., The art of effective praising, tangible rewards)tangible rewards)

Limit setting (e.g., How to set limits, helping children Limit setting (e.g., How to set limits, helping children learn to accept limits)learn to accept limits)

Handling misbehavior (e.g., Avoiding and ignoring Handling misbehavior (e.g., Avoiding and ignoring misbehavior, preventive strategies)misbehavior, preventive strategies)

Skills are taught and practiced through videotape Skills are taught and practiced through videotape modeling, role plays, and homework activitiesmodeling, role plays, and homework activities

ADVANCEADVANCETraining targets Training targets interpersonal skillsinterpersonal skills:: Problem solving (e.g., Understanding the important steps to Problem solving (e.g., Understanding the important steps to

problem solving)problem solving) Anger management (e.g., Understanding how angry and Anger management (e.g., Understanding how angry and

depressive emotions and thoughts can affect behaviors with depressive emotions and thoughts can affect behaviors with others)others)

Communication (e.g. Active listening and speaking up, Communication (e.g. Active listening and speaking up, communicating more positively to oneself and to others)communicating more positively to oneself and to others)

Depression control (e.g., Learning coping strategies to stop Depression control (e.g., Learning coping strategies to stop negative self-talk and increase positive self-talk)negative self-talk and increase positive self-talk)

Giving and getting support (e.g., Knowing how to get Giving and getting support (e.g., Knowing how to get feedback from others, Learning how to be more supportive feedback from others, Learning how to be more supportive of others)of others)

Skills are taught and practiced through videotape modeling, Skills are taught and practiced through videotape modeling, role plays, and homework activitiesrole plays, and homework activities

EDUCATIONEDUCATIONTraining targets Training targets academic skillsacademic skills:: Academic stimulation (e.g., Making learning enjoyable Academic stimulation (e.g., Making learning enjoyable

through play)through play) Learning routine after school (e.g., Setting up a Learning routine after school (e.g., Setting up a

predictable routine, Understanding how television predictable routine, Understanding how television interferes with learning)interferes with learning)

Homework support (e.g., Understanding how to show Homework support (e.g., Understanding how to show “active interest” in children’s learning at home and “active interest” in children’s learning at home and school)school)

Reading (e.g., teaching parents how to read to their Reading (e.g., teaching parents how to read to their children)children)

Limit setting (e.g., Understanding how to follow Limit setting (e.g., Understanding how to follow through with limits)through with limits)

Involvement at school (e.g., Knowing ways to support Involvement at school (e.g., Knowing ways to support teachers in their teaching efforts)teachers in their teaching efforts)

Teacher conferences (e.g., Understanding how to focus Teacher conferences (e.g., Understanding how to focus on finding solutions to children’s school difficulties on finding solutions to children’s school difficulties (rather than blame)(rather than blame)

Skills are taught and practiced through videotape Skills are taught and practiced through videotape modeling, role plays, and homework activitiesmodeling, role plays, and homework activities

Additional ProgramsAdditional ProgramsIn addition to the BASIC, ADVANCE, and In addition to the BASIC, ADVANCE, and EDUCATION series, Incredible Years also offers EDUCATION series, Incredible Years also offers trainings that are not profiled in this presentation:trainings that are not profiled in this presentation:

Teacher Training ProgramTeacher Training ProgramChild Training Program (Dina Dinosaur Social Child Training Program (Dina Dinosaur Social Skills)Skills)

More detailed information about these additional More detailed information about these additional programs can be found at programs can be found at www.incredibleyears.comwww.incredibleyears.com

http://www.incredibleyears.com/

Short-Term Program Short-Term Program GoalsGoals

Reduce conduct problems at home and in the classroomReduce conduct problems at home and in the classroomFewer negative behaviors, noncomplianceFewer negative behaviors, noncomplianceDecreased peer aggression and disruptive Decreased peer aggression and disruptive

behaviorbehavior

Promote social, emotional, and academic competencePromote social, emotional, and academic competenceIncreased social skills, understanding of feelings,Increased social skills, understanding of feelings,conflict management skills, and academic conflict management skills, and academic

engagementengagement

Long-Range Program Long-Range Program GoalsGoals

Develop treatment for early onset conduct Develop treatment for early onset conduct problemsproblems

Provide universal prevention of conduct problemsProvide universal prevention of conduct problems

Program MaterialsProgram Materials

Videotapes for BASIC, ADVANCE, and EDUCATION seriesVideotapes for BASIC, ADVANCE, and EDUCATION seriesSelf-administered manual for BASIC seriesSelf-administered manual for BASIC seriesLeader manuals for each programLeader manuals for each programWeekly refrigerator notes for parents (key points)Weekly refrigerator notes for parents (key points)Parent assignments for home activitiesParent assignments for home activitiesBook for parentsBook for parentsRefrigerator magnets for parentsRefrigerator magnets for parentsPosters of the program modelPosters of the program model


Content and MechanicsContent and Mechanics

What follows are brief summaries of What follows are brief summaries of each program’s content and format, each program’s content and format, followed by more general notes on how followed by more general notes on how the trainings are executed. More the trainings are executed. More detailed information can be found in the detailed information can be found in the Incredible Years materials, available at Incredible Years materials, available at www.incredibleyears.com.

http://www.incredibleyears.com/

Early Childhood BASIC Early Childhood BASIC Parent Training (ages 3-6)Parent Training (ages 3-6)

Four units:

Play

Praise and Rewards

Effective Limit Setting

Handling Misbehavior


Materials:

Leader’s manual (video narration, discussion topics/questions, homework, handouts, etc.)

Participants’ books

10 videotapes (vignettes of parents interacting with children)


Method:Groups of ten to fourteen participants meet for twelve to fourteen 2-hour session

Leaders use video vignettes as the basis for group discussion

Parenting skills are discussed and new skills are role-played

Home practice activities are assigned


Sample Objectives:

Following through with commands effectively

Avoiding power struggles

Anticipating and avoiding frustrations

Handling crying, grabbing, not eating, and refusing to go to bed

ADVANCE Parent Training ADVANCE Parent Training Programs (ages 4-10)Programs (ages 4-10)

For parents that have completed BASIC series

Three units:

How to Communicate Effectively with Adults and Children

Problem Solving for Parents

Problem Solving with Young Children


Materials:

Leader’s manual

Six videotapes


Method:

Parents meet for ten to twelve 2-hour sessions

Review of BASIC program material

Parents learn application of communication and problem solving principles to relationships with children and adults


Sample Objectives:

Recognizing how to validate another’s feelings

Increasing positive and polite communication with others

Promoting consistent verbal and nonverbal messages

EDUCATION Parent EDUCATION Parent Training Program (ages 5-Training Program (ages 5-

10)10)One unit in five parts:

How to Support Your Child’s Education1) Promoting Your Child’s Self-

Confidence2) Fostering Good Learning Habits3) Dealing With Children’s

Discouragement4) Participating in Children’s

Homework5) Using Parent-Teacher

Conferences to advocate for your child


10)10)Materials:

Two video tapes

Manual


10)10)Method:

Similar to other programs in methods

Provided after and builds upon BASIC program

Emphasizes home-school collaboration

See Overview Module for More Information on

Partnering with Families


10)10)Sample Objectives:

Understanding the importance of continuity from home to school

Understanding how to show “active interest” in children’s learning at home and school

Setting up a predictable routine

Making learning enjoyable through play

About the TrainingsAbout the TrainingsParents encouraged to bring a partner or close friend for support

Training is collaborative, non-hierarchical, & nonblaming

Leaders are collaborators rather than “experts”

Use of leader and parent knowledge, strength, and perspectives equally

Leaders reflect, reframe, reinforce, support, & accept

Humor, optimism, and encouragement are tools

About the Trainings (cont.)About the Trainings (cont.)

Some teaching of concepts and role-playing

60% of group meetings are discussions, problem-solving, and support

25% video tape modeling

15% teaching

Additional ComponentsAdditional ComponentsWeekly parent evaluations of sessions (evaluation materials provided with the Incredible Years program)

Phone calls from leader to parents every two weeks to assist with homework, informally assess application of skills, and build leader-parent relationships

Parent “buddies” assigned for progress sharing and support through phone calls


Home-School Home-School PartnershipPartnership

An important objective is to An important objective is to foster parental involvement infoster parental involvement in

children’s preschool experiencechildren’s preschool experience

Home-School Home-School PartnershipPartnership

Emphasis on parents working with Emphasis on parents working with teachersteachers

Train parents to work with teachers to Train parents to work with teachers to improve children’s learning and behaviorimprove children’s learning and behavior

Occurs in tandem with Incredible Years Occurs in tandem with Incredible Years teacher trainingteacher training

Teachers and parents collaborate to meet Teachers and parents collaborate to meet the needs of each child and help the child the needs of each child and help the child transition successfully into kindergartentransition successfully into kindergarten

Why Use Groups?Why Use Groups? EfficientEfficient EffectiveEffective Parents can provide peer support Parents can provide peer support

to one another.to one another. Parents benefit from knowing that Parents benefit from knowing that

others have had similar others have had similar experiences.experiences.

Parents can learn from each other Parents can learn from each other about successful strategies.about successful strategies.

OutcomesOutcomes Research on Incredible Years program met Research on Incredible Years program met

standards of Evidence Based Interventions*standards of Evidence Based Interventions* Yielded positive outcomes for childrenYielded positive outcomes for children

increased positive parenting behaviorsincreased positive parenting behaviors decreased negative parenting behaviorsdecreased negative parenting behaviors increased parent-teacher bondingincreased parent-teacher bonding increased teachers’ classroom managementincreased teachers’ classroom management decreased children’s conduct problems at home decreased children’s conduct problems at home

and schooland school(Bates, 2005)(Bates, 2005)

*Task Force on Evidence-Based Intervention in School Psychology*Task Force on Evidence-Based Intervention in School Psychology

Key Points for Key Points for ImplementationImplementation

Offer groups at times that are good for Offer groups at times that are good for parentsparents May need to offer day and evening groupsMay need to offer day and evening groups

Create conditions that enable Create conditions that enable participation (e.g., transportation, participation (e.g., transportation, childcare, snacks, etc.)childcare, snacks, etc.)

Focus on strengths and competencies Focus on strengths and competencies of parentsof parents

Frame child success as an outcome of Frame child success as an outcome of home-school collaborationhome-school collaboration

ReferencesReferences Bates, S.L. (2005). Evidence-based Bates, S.L. (2005). Evidence-based

family-school interventions. family-school interventions. School School Psychology Quarterly, 20,Psychology Quarterly, 20, 352-370. 352-370.

Webster-Stratton, C. (1998). Webster-Stratton, C. (1998). Preventing conduct problems, Preventing conduct problems, promoting social competence: A parent promoting social competence: A parent and teacher training partnership in and teacher training partnership in Head Start. Head Start. Journal of Clinical Child Journal of Clinical Child Psychology, 30,Psychology, 30, 283-302. 283-302.

ReferencesReferencesBates, S. L. (2005). Evidence-based

family-school interventions with preschool children. School Psychology Quarterly, 20, 352-370.

Webster-Stratton, C. (June, 2000). Webster-Stratton, C. (June, 2000). The Incredible Years Training The Incredible Years Training Series. Series. Juvenile Justice BulletinJuvenile Justice Bulletin. US . US Department of Justice.Department of Justice.

Additional Internet Additional Internet ResourcesResources

PARTNERS website:PARTNERS website:

Partners Project (n.d.). Home Partners Project (n.d.). Home page. Retrieved March 18, 2007 page. Retrieved March 18, 2007 from from http://www.son.washington.edu/http://www.son.washington.edu/centers/parenting-clinic/partnerscenters/parenting-clinic/partners_project.asp_project.asp


http://www.son.washington.edu/centers/parenting-clinic/partners_project.asp



Incredible Years Training Series

Documents

parentschool collaboration

parent training

familyschool partnershipstier

parent consultation

parent involvement

parent program

parent educationtier

families unresponsive