Incredible Years Child Dinosaur Program

Study: Webster-Stratton & Hammond (1997)

Study Type: Group-Design

Descriptive Information Usage Acquisition and Cost Program Specifications and Requirements Training

Dina Dinosaur's Social Skills, Emotion, and Problem-Solving Small Group Treatment Program (Dinosaur School) was developed to enhance children's appropriate classroom behaviors (e.g., quiet hand up, listening, following directions), promote social skills, emotional literacy, empathy and self-regulation, and positive peer interactions (e.g., waiting, taking turns, asking to enter a group, complimenting etc.), develop appropriate anger management strategies, and reduce conduct problems. It is organized to dovetail with the parent and teacher programs using the same developmental theory, language, and behavior management principles in order to promote consistency across settings. A classroom prevention version of the dinosaur program curriculum is offered 2-3 times a week in classrooms throughout the year with separate lesson plans for preschool, kindergarten, and early primary grade teachers.

This program is intended for use in kindergarten through 2nd grade. It is intended for use with students with disabilities, learning disabilities, intellectual disabilities, emotional or behavioral disabilities, ADHD, ODD, English language learners, and any student at risk for emotional and/or behavioral difficulties.

The areas of focus are externalizing and internalizing behavior. Externalizing behavior includes: physical aggression, verbal threats, property destruction, noncompliance, high levels of disengagement, disruptive behavior, and social behavior. Internalizing behavior includes: depression, anxiety, social difficulties, and school phobia.

Where to Obtain: Incredible Years

Address: 1411 8th Avenue West

Seattle, WA 98119

Phone: 206-285-7675

Website: http://incredibleyears.com

This program is designed for use with small groups of six students or with a classroom of students. Two interventionists are needed to implement the program.

Program administration time is 12 minutes, 1-2 sessions/week for 18-22+ weeks.

The program includes highly specified teacher manuals or instructions for implementation.

The program is affiliated with a broad school or class wide management program.

The program uses video vignettes as examples of prosocial behavior, problem solving, and anger management.

It is necessary to have a computer or DVD player and flat screen to show vignettes to children which trigger problem solving and practices.

Three days of training plus ongoing consultation and video review are required for training interventionists.  The initial training is provided by an accredited mentor or trainer and is 3-days in length. These training workshops take no more than 25 participants and are based on group discussion, video mediation, self-reflection, and multiple practices.

Following the 3-day training workshop, the group leaders/therapists are encouraged to video their group sessions for self-learning using a process checklist and to submit them for review by IY mentors and trainers.

Interventionists must be professionals. It is assumed that the interventionist has expertise in child development courses and knowledge of cognitive social learning theory.

Training manuals and materials are available.

Practitioners are encouraged to take advantage of telephone consultations with accredited coaches, mentors, or trainers. These may be telephone consultations, live on-site consultation, or video reviews of sessions. 

 

Participants: Convincing Evidence

Sample size: 49 students (27 program, 22 control)

Risk Status: Diagnosed as having ODD and/or CD on DSM-III-R criteria by licensed psychologists.

Demographics:

 

Program

Control

Number

Percentage

Number

Percentage

Grade level

  Kindergarten

       

  Grade 1

       

  Grade 2

 

 

 

 

  Grade 3

 

 

 

 

  Grade 4

 

 

 

 

  Grade 5

 

 

 

 

  Grade 6

 

 

 

 

  Grade 7

 

 

 

 

  Grade 8

 

 

 

 

  Grade 9

 

 

 

 

  Grade 10

 

 

 

 

  Grade 11

 

 

 

 

  Grade 12

 

 

 

 

Mean Age

 

 

 

 

Race-ethnicity

  African-American

 

 

 

 

  American Indian

 

 

 

 

  Asian/Pacific Islander

 

 

 

 

  Hispanic

 

 

 

 

  White

22

100%

27

88.9%

  Other

 

 

 

 

Socioeconomic status

  Subsidized lunch

Not available

 

 

 

  No subsidized lunch

 

 

 

 

Disability status

  Speech-language impairments

       

  Learning disabilities

       

  Behavior disorders

       

  Intellectual disabilities

       

  Other

 

 

 

 

  Not identified with a disability

 

 

 

 

ELL status

  English language learner

 

 

 

 

  Not English language learner

 

 

 

 

Gender

  Female

7

25.9%

7

31.8%

  Male

20

74.1%

15

68.2%

Training of Instructors: Masters or PhD in social work, nursing, or psychology with 5-20 years experience.

Design: Convincing Evidence

Did the study use random assignment?: Yes

If not, was it a tenable quasi-experiment?: Not Applicable

If the study used random assignment, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.25 SD on measures central to the study (i.e., pretest measures also used as outcomes)?: Yes

If not, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.50 SD on measures central to the study (i.e., pretest measures also used as outcomes), and outcomes were analyzed to adjust for pretreatment differences?: Not Applicable

Were the program and control groups demographically comparable?: Yes

Was there differential attrition for the program and the control groups?: No 

Did the unit of analysis match the unit for random assignment (for randomized studies) or the assignment strategy (for quasi-experiments)?: Yes

Implemented with Fidelity: Convincing Evidence

Description of when and how fidelity of treatment information was obtained: Every session was videotaped and reviewed weekly. Group leaders/therapists completed weekly session protocols that included agenda, number of vignettes shown, small group practices completed, and homework given.

Results on the fidelity of treatment implementation measure: Fidelity was very high with over 90% of vignettes shown and small group practices conducted. Therapy sessions were either conducted by developer or videos of sessions reviewed weekly by developer.  

Measures Targeted: Partially Convincing Evidence

Targeted Measure

Reliability statistics

Relevance to program focus

Exposure to related support among control group

Child Behavior Checklist (CBCL)

Co-eff 0.84 (atten) 0.91 (aggr)

Decreasing Behavior Problems

 

Eyeberg Child Behavior Checklist (ECBI)

Co-eff 0.94

Decreasing Behavior Problems

 

Parenting Stress Index (PSI)

 

 

 

Behar Preschool Behavior Questionnaire (PBQ)

Test re-test: 0.60-0.99

Decrease Total Behavior Problems

 

Wally Social Problem Solving Test (SPST-R)

Internal consistency: 0.54-0.55 Inter-rater: 88%

Increasing Positive Solutions

 

Parent Daily Report (PDR)

Internal consistency: 0.59-0.96 IRT: 0.56-0.97 Test re-test: 0.75

Negative and Prosocial Behaviors

 

Dyadic Parent Child Interaction Coding System (DPICS-R)

Inter-rater: 79% ICC: 0.80-0.95

 

 

Problem Solving Interaction Communication Affect Engagement Coding System (PSI-CARE)  - Laboratory Obs.

Inter-rater: 83% ICC: 0.86

Positive solutions to problems

 

 

Broader Measure

Reliability statistics

Relevance to program focus

Exposure to related support among control group

N/A

 

 

 

 

Mean ES Targeted Outcomes: Data Unavailable*u

Mean ES Administrative Outcomes: N/A

Effect Size:

Targeted Measures

Measure

Effect Size

CBCL - Mother

0.49 u

CBCL - Father†

ECBI - Mother

ECBI - Father

PSI - Mother

0.50 u

PSI - Father

PBQ†

SPST-R Object Acquistion

1.07*** u

SPST-R Friendship

0.81** u

PDR

1.26*** u

DPICS - Mother

DPICS - Father

PSI-CARE

-0.70* u

 

Broader Measures

Measure

Effect Size

N/A

 

 

Key

*        p ≤ .05

**      p ≤ .01

***    p ≤ .001

–      Developer was unable to provide necessary data for NCII to calculate effect sizes

u      Effect size is based on unadjusted means

†      Effect size based on unadjusted means not reported due to lack of pretest group equivalency, and effect size based on adjusted means is not available

 

Visual Analysis (Single-Subject Designs): N/A

Disaggregated Outcome Data Available for Demographic Subgroups: No

Target Behavior(s): Externalizing, Internalizing

Delivery: Small groups (n=6), Classrooms

Fidelity of Implementation Check List Available: Yes

Minimum Interventionist Requirements: Professionals 3 days of training

Intervention Reviewed by What Works Clearinghouse: Yes – Intervention

What Works Clearinghouse Review

Yes-Intervention Reviewed

Year Reviewed: 2011

Effectiveness:

The Incredible Years was found to have potentially positive effects on external behavior and potentially positive effects on social outcomes for children classified as having an emotional disturbance.

Studies Reviewed:

·         Total = 78

·         Meets Standards = 1

·         Doesn’t meet = 2

·         Ineligible for review = 75

Full Report

 

Additional Research Studies (*denotes studies reviewed by NCII)

Reviewed by WWC:

Meets WWC evidence standards:

*Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105–124.

Additional source:

Reid, M. J., Webster-Stratton, C., & Hammond, M. (2003). Follow-up of children who received The Incredible Years intervention for oppositional-defiant disorder: Maintenance and prediction of 2-year outcome. Behavior Therapy, 34(4), 471–491.

 

Does not meet WWC evidence standards:

Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problemsolving curriculum by offering parent training to families of moderate- to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605–620.

Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of The Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471–488.

 

Ineligible for review:

Barrera, M. J., Biglan, A., Taylor, T. K., Gunn, B. K., Smolkowski, K., Black, C., Ary, D., Fowler, R. C. (2002). Early elementary school intervention to reduce conduct problems: A randomized trial with Hispanic and non-Hispanic children. Prevention Science, 3(2), 83–94.

Beauchaine, T. P., Webster-Stratton, C., & Reid, M. J. (2005). Mediators, moderators, and predictors of 1-year outcomes among children treated for early-onset conduct problems: A latent growth curve analysis. Journal of Consulting & Clinical Psychology, 73(3), 371–388.

Borden, L. A., Schultz, T. R., Herman, K. C., & Brooks, C. M. (2010). The Incredible Years parent training program: Promoting resilience through evidence-based prevention groups. Group Dynamics, 14(3), 230–241.

Brotman, L. M., Gouley, K. K., Chesir-Teran, D., Dennis, T., Klein, R., & Shrout, P. (2005). Prevention for preschoolers at high risk for conduct problems: Immediate outcomes on parenting practices and child social competence. Journal of Clinical Child and Adolescent Psychology, 34(4), 724–734.

Brotman, L. M., Klein, R. G., Kamboukos, D., Brown, E. J., Coard, S., & Sosinsky, L. S. (2003). Preventive intervention for urban, low-income preschoolers at familial risk for conduct problems: A randomized pilot study. Journal of Child Psychology & Psychiatry, 32(2), 246–257.

Brotman, L. M., O’Neal, C. R., Huang, K.-Y., Gouley, K. K., Rosenfelt, A., & Shrout, P. E. (2009). An experimental test of parenting practices as a mediator of early childhood physical aggression. Journal of Child Psychology & Psychiatry, 50(3), 235–245.

Carlson, J., Tiret, H., Bender, S., & Benson, L. (2011). The influence of group training in the Incredible Years teacher classroom management program on preschool teachers’ classroom management strategies. Journal of Applied School Psychology, 27(2), 134–154.

Chang, M., Park, B., & Kim, S. (2009). Parenting classes, parenting behavior, and child cognitive development in Early Head Start: A longitudinal model. School Community Journal, 19(1), 155–174.

Daley, D., Jones, K., Hutchings, J., & Thompson, M. (2009). Attention deficit hyperactivity disorder in pre-school children: Current findings, recommended interventions and future directions. Child Care, Health & Development, 35(6), 754–766.

Dionne, R., Davis, B., Sheeber, L., & Madrigal, L. (2009). Initial evaluation of a cultural approach to implementation of evidence-based parenting interventions in American Indian communities. Journal of Community Psychology, 37(7), 911–921.

Emond, S. R. (2008). School readiness and delayed entry: The effect of parent training on perceived school readiness. Dissertation Abstracts International, 69(12B), 125-7853.

Foster, E. M., Olchowski, A. E., & Webster-Stratton, C. (2007). Is stacking intervention components cost-effective? An analysis of The Incredible Years program. Journal of the American Academy of Child & Adolescent Psychiatry, 46(11), 1414–1424.

Gardner, F., Hutchings, J., Bywater, T., & Whitaker, C. (2010). Who benefits and how does it work? Moderators and mediators of outcome in an effectiveness trial of a parenting intervention. Journal of Clinical Child & Adolescent Psychology, 39(4), 568–580.

Gross, D., Fogg, L., Webster-Stratton, C., Garvet, C., Julian, W., & Grady, J. (2003). Parent training with families of toddlers in day care in low-income urban communities. Journal of Consulting and Clinical Psychology, 71(2), 261–278.

Hartman, R. R., Stage, S., & Webster-Stratton, C. (2003). A growth curve analysis of parent training outcomes: Examining the influence of child factors (inattention, impulsivity, and hyperactivity problems), parental and family risk factors. The Child Psychology and Psychiatry Journal, 44(3), 388–398.

Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2007). Efficacy of The Incredible Years basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: Care, Health & Development, 33(6), 749–756.

Kennedy, M. D. (2004). Implementation of The Incredible Years model program in three Colorado communities: A case study. Dissertation Abstracts International, 65(08A), 250-3157.

Kim, E., Cain, K. C., & Webster-Stratton, C. (2008). The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45(9), 1261–1273.

Lau, A. S., Fung, J. J., & Yung, V. (2010). Group parent training with immigrant Chinese families: Enhancing engagement and augmenting skills training. Journal of Clinical Psychology, 66(8), 880–894.

Lavigne, J. V., Lebailly, S. A., Gouze, K. R., Cicchetti, C., Pochyly, J., Arend, R., . . . Binns, H. J. (2008). Treating oppositional defiant disorder in primary care: A comparison of three models. Journal of Pediatric Psychology, 33(5), 449–461.

Letarte, M.-J., Normandeau, S., & Allard, J. (2010). Effectiveness of a parent training program “Incredible Years” in a child protection service. Child Abuse & Neglect, 34(4), 253–261.

Levac, A. M., McCay, E., Merka, P., & Reddon-D’Arcy, M. L. (2008). Exploring parent participation in a parent training program for children’s aggression: Understanding and illuminating mechanisms of change. Journal of Child & Adolescent Psychiatric Nursing, 21(2), 78–88.

Linares, L. O., Montalto, D., Li, M., & Oza, V. S. (2006). A promising parenting intervention in foster care. Journal of Consulting and Clinical Psychology, 74(1), 32–41.

Marcynyszyn, L. A., Maher, E. J., & Corwin, T. W. (2011). Getting with the (evidence-based) program: An evaluation of the Incredible Years parenting training program in child welfare. Children and Youth Services Review, 33(5), 747–757.

McIntyre, L. L. (2008). Adapting Webster-Stratton’s Incredible Years parent training for children with developmental delay: Findings from a treatment group only study. Journal of Intellectual Disability Research, 52(12), 1176–1192.

McIntyre, L. L. (2008). Parent training for young children with developmental disabilities: Randomized controlled trial. American Journal on Mental Retardation, 113(5), 356–368.

McMenamy, J., Sheldrick, R. C., & Perrin, E. C. (2011). Early intervention in pediatrics offices for emerging disruptive behavior in toddlers. Journal of Pediatric Healthcare, 25(2), 77–86.

Melhuish, E. C. (2007). Parenting training improves problem behaviour in children at risk of conduct disorder. Evidence-Based Mental Health, 10(4), 125.

Miller, L. S., & Rojas-Flores, L. (1999). Preventing conduct problems in urban, Latino preschoolers through parent training: A pilot study. New York: New York University Child Study Center.

Neill, T. K. (2006). Helping others help children: Clinical supervision of child psychotherapy. Washington, DC: American Psychological Association.

Nelson, W. M., III, & Schultz, J. R. (2009). Managing anger and aggression in students with externalizing behavior problems: Focus on exemplary programs. In M. J. Mayer, J. E. Lochman, & R. Van Acker (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice (pp. 143–170). New York: Guilford Press.

Nilsen, W. (2007). Fostering futures: A preventive intervention program for school-age children in foster care. Clinical Child Psychology and Psychiatry, 12(1), 45–63.

Olchowski, A. E., Foster, E. M., & Webster-Stratton, C. (2007). Implementing behavioral intervention components in a cost-effective manner: Analysis of The Incredible Years program. Journal of Early & Intensive Behavior Intervention, 3–4(4–1), 284–304.

Pearl, E. (2009). Parent management training for reducing oppositional and aggressive behavior in preschoolers. Aggression and Violent Behavior, 14(5), 295–305.

Phaneuf, L., & McIntyre, L. L. (2007). Effects of individualized video feedback combined with group parent training on inappropriate maternal behavior. Journal of Applied Behavior Analysis, 40(4), 737–741.

Piquero, A. R., Farrington, D. P., Welsh, B. C., Tremblay, R., & Jennings, W. G. (2009). Effects of early family/parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 5(2), 83–120.

Powell, D., & Dunlap, G. (2009). Evidence-based social-emotional curricula and intervention packages for children 0–5 years and their families (Roadmap to Effective Intervention Practices). Tampa: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.

Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10–26.

Reid, M. J., & Webster-Stratton, C. (2001). The Incredible Years parent, teacher, and child intervention: Targeting multiple areas of risk for a young child with pervasive conduct problems using a flexible, manualized treatment program. Cognitive and Behavioral Practice, 8(4), 377–386.

Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, Division 53, 33(2), 279–291.

Reid, M. J., Webster-Stratton, C., & Beauchaine, T. P. (2001). Parent training in Head Start: A comparison of program response among African American, Asian American, Caucasian, and Hispanic mothers. Prevention Science, 2(4), 209–227.

Rinaldi, J. (2001). Long-term outcomes of parent training and predictors of adolescent adjustment. Dissertation Abstracts International, 62(5), 2498.

Ritch, C. M. (2005). Evaluation of a parent training intervention: Parent and teacher assessment of perceived changes in children’s at-risk behaviors. Dissertation Abstracts International, 66(06B), 91-3395.

Rogers, R. D. (2007). Evaluating the effectiveness of The Incredible Years parenting education and support program. Dissertation Abstracts International, 68(08B), 72-5591.

Schmidt, F., & Taylor, T. K. (2002). Putting empirically supported treatments into practice: Lessons learned in a children’s mental health center. Professional Psychology: Research and Practice, 33(5), 483–489.

Shernoff, E. S. (2004). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. Dissertation Abstracts International, 65(11A), 223-4106.

Shernoff, E. S., & Kratochwill, T. R. (2007). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22(3), 449–472.

Shriver, M. D., & Allen, K. D. (2008). Working with parents of noncompliant children: A guide to evidence-based parent training for practitioners and students. Washington, DC: American Psychological Association.

Sougstad, J. R. (2010). Transforming everyday practices using scientific evidence: Meta-analysis of a parent training program. Dissertation Abstracts International, 72(08).

Spaccarelli, S., Cotler, S., & Penman, D. (1992). Problem-solving skills training as a supplement to behavioral parent training. Cognitive Therapy and Research, 16, 1–18.

Steiman, M. (2005). Parent training with children with conduct problems: The role of the marital relationship and parental adjustment. Dissertation Abstracts International, 65(7-B), 3727.

Stewart, L. S., & Carlson, J. S. (2010). Investigating parental acceptability of The Incredible Years self-administered parent training program for children presenting externalizing behavior problems. Journal of Applied School Psychology, 26(2), 162–175.

Taylor, T. K., Webster-Stratton, C., Feil, E. G., Broadbent, B., Widdop, C. S., & Severson, H. H. (2008). Computer-based intervention with coaching: An example using The Incredible Years program. Cognitive Behaviour Therapy, 37(4), 233–246.

Walcott, C. M., Carlson, J. S., & Beamon, H. L. (2009). Effectiveness of a self-administered training program for parents of children with ADHD. School Psychology Forum, 3(1), 43–61.

Webster-Stratton, C. (1990). Enhancing the effectiveness of self-administered videotape parent training for families with conduct-problem children. Journal of Abnormal Child Psychology, 18(5), 479–492.

Webster-Stratton, C. (1992). Individually administered videotape parent training: “Who benefits?” Cognitive Therapy and Research, 16(1), 31–35.

Webster-Stratton, C. (1994). Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology, 62(3), 583–593.

Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66(5), 715–730.

Webster-Stratton, C. (2001). The Incredible Years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18(3), 31–45.

Webster-Stratton, C. (2005). The Incredible Years: A training series for the prevention and treatment of conduct problems in young children. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed.; pp. 507–555). Washington, DC: American Psychological Association.

Webster-Stratton, C., & Hammond, M. (1990). Predictors of treatment outcome in parent training for families with conduct problem children. Behavior Therapy, 21, 319–337.

*Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93.

Webster-Stratton, C., & Herman, K. C. (2008). The impact of parent behavior-management training on child depressive symptoms. Journal of Counseling Psychology, 55(4), 473–484.

Webster-Stratton, C., & Herman, K. C. (2010). Disseminating Incredible Years series early-intervention programs: Integrating and sustaining services between school and home. Psychology in the Schools, 47(1), 36.

Webster-Stratton, C., & Reid, M. J. (2003) The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problems. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 224–240). New York: Guilford Press.

Webster-Stratton, C., & Reid, M. J. (2003). Treating conduct problems and strengthening social and emotional competence in young children: The Dina Dinosaur treatment program. Journal of Emotional and Behavioral Disorders, 11(3), 130–143.

Webster-Stratton, C., & Reid, M. J. (2010). A school-family partnership: Addressing multiple risk factors to improve school readiness and prevent conduct problems in young children. In S. L. Christenson & A. L. Reschly (Eds.), Handbook on school-family partnerships (pp. 204–227). New York: Routledge/Taylor and Francis.

Webster-Stratton, C., & Reid, M. J. (2010). The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed.; pp. 194–210). New York: Guilford Press

Webster-Stratton, C., Hollinsworth, T., & Kolpacoff, M. (1989). The long-term effectiveness and clinical significance of three cost-effective training programs for families with conduct-problem children. Journal of Consulting and Clinical Psychology, 57(4), 550–553.

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283–302.

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7), 943–952.

Webster-Stratton, C., Rinaldi, J., & Reid, J. M. (2011). Long-term outcomes of Incredible Years parenting program: Predictors of adolescent adjustment. Child and Adolescent Mental Health, 16(1), 38–46.

Webster-Stratton, C. H., & Reid, M. J. (2010). The Incredible Years program for children from infancy to pre-adolescence: Prevention and treatment of behavior problems. In R. Murrihy, A. Kidman, & T. Ollendick (Eds.), Clinician’s handbook for the assessment and treatment of conduct problems in youth (pp. 117–138). New York: Springer Press.

Webster-Stratton, C. H., Reid, M. J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2), 191–203.

 

Not Reviewed by NCII or WWC:

Drugli, M. B., & Larsson, B. (2006). Children aged 4–8 years treated with parent training and child therapy because of conduct problems: generalisation effects to day-care and school settings. European child & adolescent psychiatry15(7), 392-399.

Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years parent, child, and teacher training programs on children's co-occurring internalizing symptoms. School Psychology Quarterly26(3), 189.

Larsson, B., Fossum, S., Clifford, G., Drugli, M. B., Handegård, B. H., & Mørch, W. T. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children. European Child & Adolescent Psychiatry18(1), 42-52.

Webster-Stratton, C., Reid, M. J., & Beauchaine, T. P. (2013). One-year follow-up of combined parent and child intervention for young children with ADHD. Journal of Clinical Child & Adolescent Psychology42(2), 251-261.

Other Research: Potentially Eligible for NCII Review: 0 studies

What Works Clearinghouse Review

Children Identified With Or At Risk For An Emotional Disturbance Protocol

Effectiveness: The Incredible Years was found to have potentially positive effects on external behavior and potentially positive effects on social outcomes for children classified as having an emotional disturbance.

Studies Reviewed: 1 study meets standards out of 3 studies total

Full Report

Early Childhood Education for Children with Disabilities Protocol

Effectiveness: No studies of The Incredible Years that fall within the scope of the Early Childhood Education for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of The Incredible Years on preschool children with disabilities in early education settings.

Studies Reviewed: N/A

Full Report