Incredible Years Wales Conference, Cardiff, 17th March, 2010. Dr. Tracey Bywater, Nicole Gridley, & Dr. Karen Jones

1. 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

2. Overview Background Rationale Evaluation Aims Sample Results Conclusions

3. Background 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

4. Background 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-basedchild management skills has not yet been systematically incorporated (Hutchings & Bywater, in preparation).

5. Rationale 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

6. Specific Aims Report on levels of difficulties being experienced by children in high risk areas Investigate relationships between parent & teacher report of children’s behaviour Explore the efficacy of the IY parenting programme on: children’s behaviour in the nursery settings Levels of stress reported by nursery workers Sense of competence in behaviour management techniques

7. Assessment 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) 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

8. Design 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

9. Sample 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

10. Snapshot of Nursery School Children

11. Nursery Staff Sense of Competence (NSOC) • Significant increase in Competence. • Significant increase in Satisfaction. • Increase in Efficacy.

12. Total Competence

13. Total Satisfaction & Efficacy

14. Index 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 temperament Distress related to self-expectation in relation to student. Total Stress

15. ITS Graph

16. Teacher 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

17. TSDQ Graph

18. Relationships 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.

19. Parent & Teacher SDQ - Hyperactivity

20. Parent & Teacher SDQ - Total Difficulties

21. 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 Feedback from the programme...

22. Changing 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.”

23. Conclusions • 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

24. Thank you for listening For more information please contact: Dr. Tracey Bywater t.bywater@bangor.ac.uk Dr Karen Jones karen.jones@bangor.ac.uk Nicole Gridley psp80b@bangor.ac.uk Tel: (01248) 382651 Website: www.incredibleyearswales.co.uk http://incredible-years-wales-research.bangor.ac.uk