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Incredible Years Research Update Incredible Years Centre Wales School of Psychology 17th March, 2010 Tracey Bywater. Today…. What type of research do we do, why, & who with? What research are we currently undertaking?. Type of research & why we do it. Translational Research:

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Incredible Years Research Update Incredible Years Centre WalesSchool of Psychology17th March, 2010Tracey Bywater

today
Today….
  • What type of research do we do, why, & who with?
  • What research are we currently undertaking?
type of research why we do it
Type of research & why we do it
  • Translational Research:
    • Examines what has been learned from research studies in real life settings in order to apply in everyday life
    • We evaluate IY Programmes using RCTs with parents, children and teachers
    • Establishes the impact (and cost-effectiveness) of programmes and so inform decisions about whether and how to embed them within local services
and who with
…and who with?
  • Funders
  • Children/Family services
  • Heath Visitors
  • CAMHS
  • Schools & teachers
  • Facilitators
  • Parents
  • Creche workers
  • Research team
  • Education Services
  • Health economists
  • Programme managers/developers
  • Service Directors/managers
  • Intervention trainers/supervisors
  • Registered Trials Unit (NWORTH)
  • CRC Cymru
  • Children
  • Students
general research questions
General Research Questions
  • For which children and families are the interventions effective in the short- and long-term?
  • What are the environmental/contextual circumstances that improve the likelihood of success?
    • Are the programmes implemented efficiently and effectively with fidelity?
  • Does the duration of time participating in an intervention affect likelihood of success, that is, is there a dosage affect?
  • What are the costs of implementing the interventions?
  • What are the longer term costs and benefits of intervention?
current funded research
Current Funded Research
  • Big Lottery, evaluation of Pull-out Dina (& IYC PhD)
  • WAG funded evaluation (& Mantais PhD) of the IY Toddler Programme in Flying Start areas in Wales
  • IY Cymru funded evaluation of IY Therapeutic Dina
  • NW NHS Trust, IY evaluation with Nursery workers
  • NWW NHS Trust, 4-yr follow-up of Sure Start sample
  • DSCF & LA Pathfinders evaluation
  • Birmingham Council, Brighter Futures Strategy,
  • Atlantic Philanthropies, Irish National Evaluation of IY
postgraduate projects
Postgraduate projects
  • ESRC & Gwynedd Education PhD evaluation of TCM
  • ESRC PhD exploring SS subsample with ADHD symptoms
  • Objective 1 & IYW PhD fidelity & outcomes
  • KESS funded PhD evaluating the Baby Programme
  • KESS funded MRes to compare developmental measures
  • 125 PhD to evaluate IY School Readiness (WORD?)
  • MSc Live versus video-recorded observations
  • CePHI, costing of IY Toddler Programme
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The Incredible Years Programmes

The Incredible Years Programmes

The Incredible Years Programmes

Teacher Programme

6 full day sessions held monthly

Teacher Programme

6 full day sessions held monthly

Teacher Programme

6 full day sessions held monthly

Child Dinosaur Classroom Programme:3 year curriculum, 2 sessions per week, 30 weeks

Child Dinosaur Classroom Programme:3 year curriculum, 2 sessions per week, 30 weeks

Child Dinosaur treatment Programme: 6 children, 18 - 22 weekly sessions

Child Dinosaur Classroom Programme:3 year curriculum, 2 sessions per week, 30 weeks

Child Dinosaur treatment Programme: 6 children, 18 - 22 weekly sessions

Child Dinosaur treatment Programme: 6 children, 18 - 22 weekly sessions

Fully revised ADVANCED Programme: 9 sessions helping adults communicate & problem solve

Fully revised ADVANCED Programme: 9 sessions helping adults communicate & problem solve

ADVANCED Programme: 9 sessions helping adults communicate & problem solve

Fully revised School Aged BASIC Parent Programme:

10 - 12 sessions,

6 - 12 years***

Fully revised School Aged BASIC Parent Programme:

10 - 12 sessions,

6 - 12 years***

School Aged BASIC Parent Programme:

12 sessions,

6 - 12 years***

(6 – 8, 9 – 12 yrs)

Pre-School BASIC Parent Programme: 14 or 18 weekly sessions,

3 – 6 years

Fully revised Pre-School BASIC Parent Programme: 18 weekly sessions,

3 – 6 years

Fully revised Pre-School BASIC Parent Programme: 18 weekly sessions,

3 – 6 years

Infant (eight sessions) 0 - 12 months toddler 1 - 2 year olds (13 sessions) programmes

Infant (eight sessions) 0 - 12 months toddler 1 - 2 year olds (13 sessions) programmes

Infant - 8 sessions 0 - 12 months Toddler 1 - 3 year olds (12/13 sessions)

School Readiness

Programme:

4 pre-school

sessions

2 – 4 years

School Readiness

Programme:

4 pre-school

sessions

2 – 4 years

School Readiness

Programme:

4 pre-school

sessions

2 – 4 years

***The School aged programme also has an additional four session unit on helping your child to do their best in school

***The School aged programme also has an additional four session unit on helping your child to do their best in school

*** the School Aged programme also has an additional four sessions on helping your child to do their best in school

9

9

9

welsh sure start trial
Welsh Sure Start Trial
  • Children of 3-4 years ‘at risk’ of developing CD
  • Randomly allocated families to intervention or waiting list control using 2:1 ratio
  • Saw intervention families at baseline and 3 follow-ups, all 6 months apart
  • Saw control families at baseline and follow-up 1 then offered the intervention
  • Measures were administered at each time point – child behaviour, parent competencies, parental depression, amongst others
eyberg
Eyberg

Figure 2. Eyberg Child Behaviour Problem Scores

longer term follow up
longer term follow-up
  • Maintained 80% to 18 month follow-up and then trial was terminated -18 month F/U data (Bywater et al. 2009) all positive outcomes maintained
  • Managed to find some of sample at 3 and 4 years with very limited funding (£5k)
  • Families were very socially disadvantaged and children had high rates of behaviour problems at baseline
slide16
lessons learned to inform Policy & Practice

Programmes can be effective (even in disadvantaged Sure/Flying Start areas) when core research principles are adhered to:

  • Know what outcomes/change are required
  • Select an evidence-based programme for the target population
  • Develop a strategy for recruiting the target population
  • Address relevant service access issues
  • Ensure implementation fidelity
  • Evaluate the programme delivery and outcomes
references
References
  • Hutchings, Bywater, Daley et al., (2007). A Pragmatic Randomised Controlled Trial of a Parenting Intervention in Sure Start Services for Children at Risk of Developing Conduct Disorder, BMJ. doi:10.1136/bmj.39126.620799.55
  • Bywater, Hutchings, Daley et al., (2009). Long-Term Effectiveness of a Parenting Intervention in Sure Start Services in Wales for Children at Risk of Developing Conduct Disorder, BJP. Doi:10.1192/bjp.bp.108.056531
  • Edwards, R.T., Ó Céilleachair, A., Bywater, T., Hughes, D.A., & Hutchings, J. (2007). Parenting Programme for Parents of Children at Risk of Developing Conduct Disorder: Cost-Effective Analysis. BMJ, doi:10.1136/bmj.39126.699421.55.
  • McGilloway, S., Bywater, T., et al. (2009). Summary Report of Short-term Findings: IY National Evaluation Ireland. Archways & NUIM.
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