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Incredible Years - Child Training Program

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Cherrie Tam

on 27 July 2014

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Transcript of Incredible Years - Child Training Program

Focus of this Presentation

Introduction
Child Training Component
Strengths
Description of Program
Weaknesses
Teaches coping methods and promotes resiliency in children and families
Preventive and strength-based approach to children's socio-emotional development
Parent Training Program is complementary accommodates families with low income
Improved parent-child and parent-teacher interactions, building positive relationships and attachment
Program-specific puppets provide opportunities for fantasy play and connection
The Incredible Years organization suggests that this program could be implemented without training; however, training is highly recommended to maintain the fidelity of the program. Training is required if you plan to become certified as a group leader.
Research evidence
The Incredible Years:
Child Training Program

Teacher Training Component
Optional Video
:
Overview of Teacher
Training Program
<-----
Parent Training Component
Optional Video
:
Overview of Parent
Training Program
<-----
By:
Naleen Wong, Cherrie Tam, and Cathy Batho

Description of the Program:

The Incredible Years Child Dinosaur Training
Program consists of 7 units (named after dinosaurs):

1. Apatosaurus Unit: Making New Friends and
Learning School Rules
2. Iguanodon Unit: How To Do Your Best In School
3. Triceratops Unit: Detecting and Understanding
Feelings
4. Stegosaurus Unit: Wally Teachers Problem Solving
Steps
5. Tyrannosaurus Rex Unit: Tiny Turtle Teachers
Anger Management
6. Allosaurus Unit: Molly Manners Teaches How To
Be Friendly
7. Brachiosaurus Unit: Communication Skills

For the purpose of this presentation we will be focusing on the Child Training Component.

There are 2 versions of this curriculum:
A “pull out”
treatment
program for small groups of children (4-6 per group) presenting with conduct problems.
A classroom-based
prevention
program designed to be delivered to all students 2-3 times a week.
PREVENTION
Academic integration strategies & age groups
Social & Emotional
Areas Targeted
Examples of Lessons
Implementation Support and Learning Environments
Question


• Promote social competence
• Promote Self-regulation
• Promote Positive Peer Interactions
• Develop appropriate conflict management strategies
• Communicate feelings
• Manage anger
• Reduce conduct problems




The
prevention
program includes lesson plans for 3 “levels” so that teachers can choose lessons based on children’s developmental age
Level 1: ages 3-5,
Level 2: ages 5-6,
Level 3: ages 7-8.

The curriculum is delivered 2-3 times a week by teachers in the classroom in 20-30 minute circle time lessons, followed by small group practice activities and promotion of skills throughout the school day.
The BASIC series emphasizes parenting skills known to promote children's social competence and reduce behavior problems such as:
establishing predictable routines and rules and promoting responsibility, effective limit-setting,
strategies to manage misbehavior and teaching children to problem solve

The ADVANCE parent series emphasizes parent interpersonal skills such as:
effective communication skills, anger and depression management
(The Incredible Years, 2010)
This series emphasizes effective classroom management skills such as:
the effective use of teacher coaching skills, attention, praise and encouragement
use of incentives for difficult behavior problems
proactive teaching strategies
how to manage inappropriate classroom behaviors with discipline hierarchies, the importance of building positive relationships with students
how to teach empathy, social skills and problem-solving in the classroom.
(The Incredible Years, 2010)
Incredible Years Training for Children. The Dinosaur Curriculum emphasizes training children in skills such as:
emotional literacy
empathy
perspective taking
friendship skills
anger management
interpersonal problem-solving
school rules
how to be successful at school.
(The Incredible Years, 2010)
(The Incredible Years, 2010)
TREATMENT
Academic integration strategies & age groups
The small group
treatment
model is usually offered alongside the parent group for 2 hours once a week for 18-22 weeks.
There are no more than 6 children per group in these sessions.
Dinosaur home activities are given to parents to do with their children each week.
Parent groups include a brief discussion of the lessons taught in Dinosaur School groups.
If the small group model is offered as “pull out” sessions in schools, they are usually offered for 1 hour, twice a week.
Demonstration of what a sample unit would look like:

1. Apatosaurus Unit: Making New Friends and
Learning School Rules Objectives:
Understanding the Importance of Rules
Participating in the Process of Rule Making
Understanding what will happen if rules are broken,
Learning how to earn rewards (dinosaur chips) for good behaviour
Learning to build friendships.

Content: Wally teaches clues to detecting feelings
The Incredible Years Program emphasizes compliance training procedures. Therefore this first unit is essential as it introduces the children to “Dinosaur School” and children learn the importance of following the school rules.
Life size puppets and fantasy play are incorporated into the teaching curriculum


TREATMENT PROGRAM - ODD/CD
TREATMENT PROGRAM - ADHD
PREVENTION PROGRAM
There may be language barriers for English Language Learners
Timeouts can be problematic need consistent training for educators
The program is quite costly to implement
Parents may not be able to commit 2-2.5 hours weekly for the program
Majority of the empirical research surrounding the program has been conducted by the program developer (Carolyn Webster-Stratton) Conflict of interest?
1. If you were an administrator, would you consider adopting this program for your community? Do you think it would be supported? Why or Why not?

(The Incredible Years, 2010)
(The Incredible Years, 2010)
Methods:
- Randomized control trial with 97 children (72 boys & 25 girls) ages 4-7 diagnosed with ODD (oppositional defiant disorder) or CD (conduct disorder) and their parents (95 mothers and 71 fathers)

Trial:
- Children and their parents were randomly assigned to 1 of 4 groups:
Child training only (Dina Dinosaur Curriculum) (n=27)
Parent training only (BASIC + ADVANCE) (n=26)
Combined parent and child training intervention (n=22)
Control group (no intervention) (n=22)

- Assessments conducted at baseline, 2-months post intervention and 1 yr after treatment through parent reports, blind observations of parent-child interactions at home, blind observations in the lab of children playing with a friend, and blind lab observations of parents discussing their child's behavior

Findings:
- 2-months post intervention
treatment groups were superior to the control group: children demonstrated improvements in observed conflict management skills and better problem solving skills, parents demonstrated more positive parenting behaviors and parent collaboration
- 1 year after treatment
continued improvements in parent and child behaviors: significantly fewer child behavior problems, better child problem-solving skills, improved parent behavior during parent-child interactions, lower parenting stress, and observers rated intervention children demonstrating less deviance and more positive affect and physical warmth at home
-
Combined parent and child training group
appeared to have the most positive effect in the broadest array of behaviors and showed the most sustained effects in child behavior at 1 year follow up.

The Incredible Years Program...
Methods:
- Randomized control trial with 99 children ages 4-6 diagnosed with ADHD (Attention Deficit Hyperactive Disorder) and their parents

Trial:
- Children and their parents were randomly assigned to 1 of 2 groups:
Parent Training (BASIC + ADVANCE) plus Child Dinosaur Training (n=49)
Control group (no intervention) (n=50)
- Assessments conducted at same intervals with the same procedures as previous research with children diagnosed with ODD/CD

Findings:
- At 2-months post intervention and 1 year followup independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements and child total deviant behaviors
- There were also significant treatment effects for children's emotion vocabulary, problem-solving ability and improvements in treated children's social competence

(Webster-Stratton, Reid, et al., 2004)
(Webster-Stratton & Hammond, 1997)
Methods:
- A randomized control trial was conducted to evaluate the Teacher Classroom Management and Child training program (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty.

Trial:
- A total of 153 teachers and 1,768 students participated in the year long study. Matched pairs of schools were randomly assigned to intervention (Teacher + Child training) or control conditions (no intervention).
- Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year.

Findings:
- Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students.
- Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels.

(Webster-Stratton et al., 2008)
Optional Video:
Overview of Treatment Program
The Incredible Years® prevention and treatment
programs have been evaluated by the developer and independent investigators. Evaluations included randomized control group research studies with diverse groups of parents and teachers. The programs have been found to be effective in strengthening teacher and parent management skills, improving children’s social emotional competence, emotion regulation, and school readiness, and reducing behavior problems.

Evidence shows the programs have improved behaviors of up to 80% of the children of participating parents and teachers. If left unchecked these behaviors would mean those children are at greater risk in adulthood of unemployment, mental health problems, substance abuse, early pregnancy/early fatherhood, criminal offending, multiple arrests and imprisonment, higher rates of domestic violence and shortened life expectancy.

(The Incredible Years, 2010)
is a set of 3 comprehensive, multifaceted, & developmentally based curricula for parents, teachers, and children.

The program is designed to promote emotional and social competence and to prevent, reduce, and treat aggression and emotional problems in young children 0 to 12 years old.

(The Incredible Years, 2010)
Thank you for taking the time to view our
Incredible Years Presentation.
We welcome any questions you may have,
and look forward to hearing from you soon regarding a decision to move forward!

Research Committee Members; Naleen Wong,
Cherrie Tam, and Cathy Batho.

Implementation Strategies
Learning Environments
The Incredible Years curricula may be implemented by schools, school districts, and related programs (i.e. Head Start, day care, and kindergarten) as early prevention programs for teachers, parents and children.

The child and parent programs may also be used in mental health centers as a treatment for families with children who are diagnosed with Oppositional Defiant Disorder/Conduct Disorder (ODD/CD) and Attention Deficit Hyperactivity Disorder or for high risk families. (The Incredible Years, 2010)

The Toronto Public Health, the largest health unit in Canada, has delivered The Incredible Years Basic prevention program as a part of their mandate to promote and protect health, as well as, the prevention of disease. Funding sources were 75 % provincial and 25% municipal. Over the past 7 years, the implementation retention rate for parents completing the program has been 71 %. (Toronto Public Health, 2012)
Additional Information Regarding Toronto Public Health's Implementation of the Incredible Years - Parent Program
(optional)
Training and Materials

• Each type of program contains videotapes, comprehensive facilitator manuals, books, take-home assignments, and handouts in order to assist learning. It is recommended that all group participants (parents, teachers, children) have their own individual books and that facilitators have their own manuals. DVD equipment is necessary.

• Each group should have two group leaders. Group leaders complete a certification/accreditation process that involves attendance at a certified training workshop, peer review, videotape feedback, and consultation.

• Certified trainers are available to train therapists, counselors, teachers, and others to run parent, teacher, and child groups. Training sessions can accommodate 25 people, and run 3 days for group leaders of the Parenting Program, 2 days (treatment version) and 3 days (classroom version) for leaders of the Dinosaur Child Program, and 3 days for the Teacher Classroom Management Program.

• Therapist training for the child program is not required, but highly recommended in order to keep the fidelity of the program. Additionally, training by a certified mentor or trainer is the first required step if you plan to become certified/accredited as a group leader.

Cost
$290USD for group leader training; $1595USD for initial materials for Basic Parent Program; $1995 for Advanced program; $600-800USD to enable trainee group leader

Implementation Support
• The program builds on a community of support: topics include proactive strategies, building positive relationships with students and families, praise and encouragement, incentives, proactive discipline and teaching emotional literacy, social skills and problem solving. Peer support within the school/ program eg. a trained administrator or teacher can be available to answer questions that pertain to individual contexts.

• Weekly leader phone calls to parents; values exercises on benefits and barriers; principles training; buddy calls (building support networks); paired buzzes with partners

• Learning environments are collaborative and interactive, trainers provide vignettes for learning and discussion

• The program encourages participants to practice what they learn

• Structure and ongoing support “Establishing rules, predictable routines and children’s responsibilities, as well as, ongoing monitoring and supporting children’s academic achievement through coaching children’s homework and partnering with teachers”



(The Incredible Years Overview, 2010)
(The Incredible Years Overview, 2010; The Incredible Years Website)
Full transcript