Researching the Incredible Years Toddler Parenting Programme in Wales

1. Researching the Incredible Years Toddler Parenting Programme in Wales Nia Griffith Bangor University Supervised by Professor Judy Hutchings and Dr Dave Daley

2. Presentation Content What is the Toddler Programme? How the evaluation is funded Where the groups are running/timetable Outcome measures and structure of home visits Response so far, North Wales Sample Proposed Analysis

3. The Toddler Programme TODDLER programme is part of IY series which is a series of programmes developed for parents children and teachers, which are also being used with nursery staff and foster carers. Series have been developed and researched for many years with programmes being developed and modified all the time. The programme has been developed in response to the demand in Flying Start in Wales. Follow on for Infant Programme which is for 0-12 months program, which focuses more on the practicalities of having a baby, things like feeding, sleeping and establishing routines. We are researching the toddler programme in response to a request form funders, who are keen to keen to show a difference. TODDLER programme is part of IY series which is a series of programmes developed for parents children and teachers, which are also being used with nursery staff and foster carers. Series have been developed and researched for many years with programmes being developed and modified all the time. The programme has been developed in response to the demand in Flying Start in Wales. Follow on for Infant Programme which is for 0-12 months program, which focuses more on the practicalities of having a baby, things like feeding, sleeping and establishing routines. We are researching the toddler programme in response to a request form funders, who are keen to keen to show a difference.

4. Toddler 1-3 years Programme contains eight topics, and is 12 sessions in length Child-Directed Play Promotes Positive Relationships Promoting Toddler�s Language with Child-Directed Coaching Social and Emotional Coaching The Art of Praise and Encouragement Spontaneous Incentives for Toddlers Handling Separations and Reunions Positive Discipline- Effective Limit Setting Positive Discipline- Handling Misbehaviour Showing attention & appreciation to encourage +ve Bhvr, importance of showing Joy through song & games, promoting imaginary & pretend play, how to be child-directed, how to End Play successfully, Toddlers developmental milestones, �Modelling� Principle, Balance of Power between Parent & Todd, building self-esteem & creativity through Child-Directed play, Understanding the �attention-rule�. How to model & prompt language development, how to Coach Pre-school readiness, Learn about �Descriptive Commenting�, �Persistence Coaching� to build ability to remain Focused & Calm & Persist with activity, Promoting pre-reading & Pre-writing skills, How to use Descriptive Commenting and the Modeling Principle�, Appreciate differences in Developmental Abilities and Temperament. How to use �Emotion Coaching� to build �Emotional Vocab� & encourage �Expression of Feeling�, How to prompt �Social Coaching� to encourage social skills like Sharing, Waiting, Teaching children positive language, by avoiding Critical Statements and Demands, How to coach sibling & peer play, Apply �Coaching principles� to meals, baths & shop trips. Labeling Praise, Attend to the PROCESS of learning, Modeling Self-Praise & resistance to praise, Promoting +ve self-talk, Children who reject praise, Recognising social & academic behaviours that need praise, Building child Self-esteem through Praise & Encouragment. Shaping Behaviour in small steps, Clearly identifying +ve Bhvr, Rewards as a Temp measure, Reinforcement issues, Value of spontaneous rewards, �first__then__� principle, How to set up appropriate programmes for prob�s like dressing, bedtime, eating, Importance of reinforcing oneself, teachers & others. Clear & predictable routines for separating and re-uniting from child, understanding Object and Person Permanence, Providing adequate Monitoring, How �peek-a-boo� helps children, predictabl routines make child feel safe, Toddler Proof checklist. Reduce commands, so that they�re only necessary, Distraction & Redirection, Understand value of providing a choice, Politeness principle & Modeling respect, Clear rules offer safety & reduce misbehaviours, �Monitoring Principle� so parents know where the child is & what they�re doing, distractible children need warnings and reminders. 8 How to use distractions and redirections coupled with ignore, Parent self-control & calm-down strategies, repeated learning trials, using the Ignore technique consistently & appropriately, using Ignore for tantrums & whining, how to help toddlers calm-down, how to handle children who hit or bite, the importance of parents finding support. Showing attention & appreciation to encourage +ve Bhvr, importance of showing Joy through song & games, promoting imaginary & pretend play, how to be child-directed, how to End Play successfully, Toddlers developmental milestones, �Modelling� Principle, Balance of Power between Parent & Todd, building self-esteem & creativity through Child-Directed play, Understanding the �attention-rule�. How to model & prompt language development, how to Coach Pre-school readiness, Learn about �Descriptive Commenting�, �Persistence Coaching� to build ability to remain Focused & Calm & Persist with activity, Promoting pre-reading & Pre-writing skills, How to use Descriptive Commenting and the Modeling Principle�, Appreciate differences in Developmental Abilities and Temperament. How to use �Emotion Coaching� to build �Emotional Vocab� & encourage �Expression of Feeling�, How to prompt �Social Coaching� to encourage social skills like Sharing, Waiting, Teaching children positive language, by avoiding Critical Statements and Demands, How to coach sibling & peer play, Apply �Coaching principles� to meals, baths & shop trips. Labeling Praise, Attend to the PROCESS of learning, Modeling Self-Praise & resistance to praise, Promoting +ve self-talk, Children who reject praise, Recognising social & academic behaviours that need praise, Building child Self-esteem through Praise & Encouragment. Shaping Behaviour in small steps, Clearly identifying +ve Bhvr, Rewards as a Temp measure, Reinforcement issues, Value of spontaneous rewards, �first__then__� principle, How to set up appropriate programmes for prob�s like dressing, bedtime, eating, Importance of reinforcing oneself, teachers & others. Clear & predictable routines for separating and re-uniting from child, understanding Object and Person Permanence, Providing adequate Monitoring, How �peek-a-boo� helps children, predictabl routines make child feel safe, Toddler Proof checklist. Reduce commands, so that they�re only necessary, Distraction & Redirection, Understand value of providing a choice, Politeness principle & Modeling respect, Clear rules offer safety & reduce misbehaviours, �Monitoring Principle� so parents know where the child is & what they�re doing, distractible children need warnings and reminders. 8 How to use distractions and redirections coupled with ignore, Parent self-control & calm-down strategies, repeated learning trials, using the Ignore technique consistently & appropriately, using Ignore for tantrums & whining, how to help toddlers calm-down, how to handle children who hit or bite, the importance of parents finding support.

6. Differences between the Basic and the Toddler Parenting programme. Similarities Same principals Collaborative learning Process Brain storming/role-play/Home activities Group structure Differences Focus on coaching Removal of �consequences� Addition of more age appropriate sessions Developmental checklists

7. The Evaluation

8. Evaluation Funding

9. Flying Start Flying start initiative aims to fund high quality services for children aged 0-3 years in disadvantaged areas in Wales Extra health visits Free childcare Basic skills Parenting courses The Infant and Toddler programmes were developed by Carolyn Webster-Stratton in response for the demand for a parenting programme to fulfill the needs of the Flying start programme

10. Research areas across Wales Set out to recruit 6 centers All Flying start centers in Wales invited Over subscribed with potential partners and as such we have two types of partners participating in the research.

11. Main RCT Groups

12. Non-RCT Groups

13. Trial Timetable

14. Measures

15. Schedule of Growing Skills II

16. Structure of the Home visits VISIT I (1.5 hours) Introduce the research/ explain implications/ obtain consent Demographic Questionnaire Explain Questionnaires, response format and administer them Conduct the Developmental assessment with the child Throughout the visit, parents are reminded that they have the opportunity to withdraw from the research and/or decline to answer any question. VISIT II (1 hour) 30 minute direct observation which is video recorded HOME Inventory

17. Response so far

19. North Wales Sample N= 72 parent-child dyads Parents 72 Female parents Age M =29 years (16 - 48) 22% previously attended IY course with only 4% attending in last year 0% previously attended the TODDLER course Children 44 male children, 28 female children All aged 12-36 months Housing 50% of sample living in Council houses/ Housing association Income 43% of families have a combined weekly income <�200 Of these families 77% have State Benefits as their main source of income

20. Preliminary Data

21. Data Analysis Review of methods of evaluating early childhood competence Demographic data and link to WIMD (2008) Main outcome data of risk factors Comparison of observed development and parent report development Comparison of North & South Wales Comparison of Accredited and non Accredited leaders

22. Thank you for listening!Diolch am wrando!