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Incredible Years Training Series. The Future of School Psychology Task Force on Family-School Partnerships Jon Lasser and Kathryn Woods. Definition. The Incredible Years training series

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Incredible years training series

Incredible Years Training Series

The Future of School Psychology Task Force on Family-School Partnerships

Jon Lasser and Kathryn Woods


Definition

Definition

The Incredible Years training series

is an empirically validated prevention/intervention that is designed for young children, parents, and teachers (Bates, 2005). This program may be used for externalizing and internalizing problems and a broad range of behavioral, emotional, and social problems exhibited in childhood.

See IY Handout 1 for More Information


Rationale for a multi tiered approach to family school partnerships

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

Family-school partnerships provide a context for families and educators to collaboratively identify and prioritize concerns across a continuum of opportunities and intensities

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

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

See IY Handout 2 for More Information


Explanation for a multi tiered approach to family school partnerships

Explanation for aMulti-Tiered Approach to Family-School Partnerships

Provides various levels of family-school supports based on a student’s identified need and responsiveness to previous efforts

Universal – Family-school collaboration provided to support all students and families (e.g., 4 As, Parent-School Collaboration, Parent Involvement, Parent Education)

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

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


The multi tiered approach to family school partnerships

The Multi-Tiered Approach to Family-School Partnerships

Tier 3: Intensive, Individual Interventions

Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent Consultation [conjoint behavioral consultation] and Family Intervention)

Tier 3

1-7%

Tier 2: Targeted Group Interventions

Specific preventions and remedial interventions for targeted groups of families and students identified as “at risk” and unresponsive to the first tier (e.g., Parent Training and Intervention, Parent Consultation)

Tier 2

5-15%

Tier 1: Universal Interventions

Engaging all families as collaborative partners (e.g., 4 As, Family-School Collaboration, Parent Involvement, Parent Education)

Tier 1

80-90%


Incredible years training series1

Incredible Years Training Series

Developed by Carolyn Webster-Stratton, the Incredible

Years series helps parents and teachers improve the

social competence of children between the ages of 2

and 10

Based on cognitive social learning, the training is

designed to prevent, treat, and reduce conduct

problems (Webster-Stratton, 2000)


For which populations is incredible years useful

For Which Populations is Incredible Years Useful?

Designed for parents and teachers of pre-school children

Research was conducted with Head Start programs in the Seattle area

Studies show that this is a promising, effective program

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


Interventions

Interventions

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

BASIC Parent Training Program

Early Childhood (3-6)

School Age (6-10)

ADVANCE Parent Training Program

EDUCATION Parent Training Program

(Webster-Stratton, 2000)


Basic

BASIC

Training targets parenting skills:

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

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

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

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

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


Advance

ADVANCE

Training targets interpersonal skills:

  • Problem solving (e.g., Understanding the important steps to problem solving)

  • Anger management (e.g., Understanding how angry and depressive emotions and thoughts can affect behaviors with others)

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

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

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

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


Education

EDUCATION

Training targets academic skills:

  • Academic stimulation (e.g., Making learning enjoyable through play)

  • Learning routine after school (e.g., Setting up a predictable routine, Understanding how television interferes with learning)

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

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

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

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

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

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


Additional programs

Additional Programs

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

Teacher Training Program

Child Training Program (Dina Dinosaur Social Skills)

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


Short term program goals

Short-Term Program Goals

Reduce conduct problems at home and in the classroom

Fewer negative behaviors, noncompliance

Decreased peer aggression and disruptive behavior

Promote social, emotional, and academic competence

Increased social skills, understanding of feelings,

conflict management skills, and academic engagement


Long range program goals

Long-Range Program Goals

Develop treatment for early onset conduct problems

Provide universal prevention of conduct problems


Program materials

Program Materials

Videotapes for BASIC, ADVANCE, and EDUCATION series

Self-administered manual for BASIC series

Leader manuals for each program

Weekly refrigerator notes for parents (key points)

Parent assignments for home activities

Book for parents

Refrigerator magnets for parents

Posters of the program model

See IY Handout 3 for More Information


Content and mechanics

Content and Mechanics

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


Early childhood basic parent training ages 3 6

Early Childhood BASIC Parent Training (ages 3-6)

Four units:

Play

Praise and Rewards

Effective Limit Setting

Handling Misbehavior


Early childhood basic parent training ages 3 61

Early Childhood BASIC Parent Training (ages 3-6)

Materials:

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

Participants’ books

10 videotapes (vignettes of parents interacting with children)


Early childhood basic parent training ages 3 62

Early Childhood BASIC Parent Training (ages 3-6)

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


Early childhood basic parent training ages 3 63

Early Childhood BASIC Parent Training (ages 3-6)

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 programs ages 4 10

ADVANCE Parent Training 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


Advance parent training programs ages 4 101

ADVANCE Parent Training Programs (ages 4-10)

Materials:

Leader’s manual

Six videotapes


Advance parent training programs ages 4 102

ADVANCE Parent Training Programs (ages 4-10)

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


Advance parent training programs ages 4 103

ADVANCE Parent Training Programs (ages 4-10)

Sample Objectives:

Recognizing how to validate another’s feelings

Increasing positive and polite communication with others

Promoting consistent verbal and nonverbal messages


Education parent training program ages 5 10

EDUCATION Parent Training Program (ages 5-10)

One unit in five parts:

How to Support Your Child’s Education

1) Promoting Your Child’s Self-Confidence

2) Fostering Good Learning Habits

3) Dealing With Children’s Discouragement

4) Participating in Children’s Homework

5) Using Parent-Teacher Conferences to advocate for your child


Education parent training program ages 5 101

EDUCATION Parent Training Program (ages 5-10)

Materials:

Two video tapes

Manual


Education parent training program ages 5 102

EDUCATION Parent Training Program (ages 5-10)

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


Education parent training program ages 5 103

EDUCATION Parent Training Program (ages 5-10)

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 trainings

About the Trainings

Parents 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 components

Additional Components

Weekly 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

See IY Handout 4 for More Information


Home school partnership

Home-School Partnership

An important objective is to

foster parental involvement in

children’s preschool experience


Home school partnership1

Home-School Partnership

  • Emphasis on parents working with teachers

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

  • Occurs in tandem with Incredible Years teacher training

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


Why use groups

Why Use Groups?

  • Efficient

  • Effective

  • Parents can provide peer support to one another.

  • Parents benefit from knowing that others have had similar experiences.

  • Parents can learn from each other about successful strategies.


Outcomes

Outcomes

  • Research on Incredible Years program met standards of Evidence Based Interventions*

  • Yielded positive outcomes for children

    • increased positive parenting behaviors

    • decreased negative parenting behaviors

    • increased parent-teacher bonding

    • increased teachers’ classroom management

    • decreased children’s conduct problems at home and school

      (Bates, 2005)

      *Task Force on Evidence-Based Intervention in School Psychology


Key points for implementation

Key Points for Implementation

  • Offer groups at times that are good for parents

    • May need to offer day and evening groups

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

  • Focus on strengths and competencies of parents

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


References

References

  • Bates, S.L. (2005). Evidence-based family-school interventions. School Psychology Quarterly, 20, 352-370.

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


References1

References

Bates, S. L. (2005). Evidence-based family-school interventions with preschool children. School Psychology Quarterly, 20, 352-370.

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


Additional internet resources

Additional Internet Resources

PARTNERS website:

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

See IY Handout 5 for More Information


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