Incredible Years Child Dinosaur Program
Study: Webster-Stratton & Hammond (1997)
Summary
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), to promote social skills, emotional literacy, empathy, self-regulation, and positive peer interactions (e.g., waiting, taking turns, asking to enter a group, complimenting etc.), to develop appropriate anger management strategies and reduce conduct problems and ADHD symptoms. The curriculum is designed for use treating small groups of 5-6 children with behavior problems. The treatment version is delivered once weekly for 2 hours over 18-22 weeks. The small group treatment version 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 is offered 2-3 times a week in classrooms throughout the year with separate lesson plans for preschool, kindergarten, and early primary grade teachers.
- Target Grades:
- K, 1, 2
- Target Populations:
-
- Students with disabilities only
- Students with learning disabilities
- Students with intellectual disabilities
- Students with emotional or behavioral disabilities
- English language learners
- Any student at risk for emotional and/or behavioral difficulties
- Other: ADHD, ODD
- Area(s) of Focus:
-
- Physical Aggression
- Verbal Threats
- Property Destruction
- Noncompliance
- High Levels of Disengagement
- Disruptive Behavior
- Social Behavior (e.g., Peer interactions, Adult interactions)
- Depression
- Anxiety
- Social Difficulties (e.g., withdrawal)
- School Phobia
- Where to Obtain:
- Carolyn Webster-Stratton; Incredible Years, Inc.
- 1411 8th Avenue West Seattle, WA 98119
- 206-285-7565
- Incredible Years
- Initial Cost:
- $1,150.00 per small group
- Replacement Cost:
- Contact vendor for pricing details.
-
Start-Up Costs Initial Workshop Training: Initial workshop training costs typically include a three-day training for group leaders by accredited IY mentors or trainers, delivered either in Seattle for approximately $1,100-$1,500 per leader (including travel) or delivered on-site at the program implementation site (which can be cost effective for groups of more than 10-15 leaders). On-site training costs are $1,500 - $2,000 per day plus travel costs for trainers. Curriculum & Materials: A set of program DVDs and materials costs $1,150 for Small Group Treatment version of the Dina Dinosaur Child program (includes leader manual, home activities handouts for copying, teacher book, DVDs and other accessory materials). It can be useful for co-leaders to have their own manuals; additional leader manuals cost $90 each. Licensing: None. Other Start-Up Costs: Equipment to play DVDs, puppets and toys for role play practices, and video equipment to film sessions – if not already part of staff equipment. Implementation Costs Ongoing Curriculum Materials: Group leader/teacher books cost $27.95; if parents are not enrolled in the parenting group at the same time as child groups, parent books should be provided -- cost is $17.95 each. Program leaders should budget for handouts and some materials for small group activities (e.g., laminating solution and feeling cards, snacks, art supplies) and small rewards for children (for meeting targeted behavior goals) at approximately $20/child. Staffing: • Qualifications: Group leaders for small group treatment program may come from a variety of helping professions such as social work, psychology, nursing, and education. It is required that they have taken a course in child development, have had experience with young children and it is recommended that they have had training in cognitive social learning theory. The purveyor recommends that at least one of the two leaders running a group has a master’s degree or higher. • Ratios: 2 group leaders lead a group with 5-6 children for small group treatment. For the treatment program for children with ODD/CD it is recommended that a back-up person be available in case a child needs to be taken to the bathroom or when using a supervised Time Out calm down procedure. • Time to Deliver Intervention: Child groups are held weekly for 18 – 22 weeks for 2 to 2.5 hours for small group treatment. Program developers recommend budgeting 5 hours per group per group leader initially to account for lesson and activity preparation time, peer review of videos of group sessions and weekly calls to parents and teachers. This prep time will be reduced after the group leaders have experience delivering the program and are certified in intervention delivery. • Room rental if a space is not already available. Implementation Support and Fidelity Monitoring Costs Ongoing Training, Coaching & Mentoring: Ongoing consultation and supervision by accredited IY program mentors and trainers is recommended for an hourly rate ($150), with a suggested two hours per month, as well as a daily rate of $1,500 - $2,000 plus travel for a 1-day on-site consultation with group leaders, with a minimum of one on-site consultation per year suggested by the purveyor. Fidelity Monitoring & Evaluation: Incredible Years recommends video review and certification/accreditation at a cost of $450 per program leader (video review, submission of lesson or session protocols, and additional paperwork are required for group leaders to become accredited). Other video reviews can be arranged for $75/hour and are recommended for the treatment version of the program in particular, as are phone consultations – recommended 2 per month – 10 per year at $150 per hour (group leaders can have the consultation calls in pairs or groups so the cost per person is less). The purveyor suggests that programs budget $1,200 – 1,425 per leader for the first year or first 2-3 groups for video reviews, consultation calls and accreditation/certification. Once group leaders receive certification they are eligible to receive training to become accredited coaches. Accredited coaches within agencies or schools can provide ongoing support, coaching, live observations and/or video feedback, which promotes group leader eventual accreditation. Once coaches are accredited they are eligible to receive training to become mentors, which permits them to provide authorized training workshops and coaching support to others. Workshops and consultations can only be done by accredited mentors or trainers. Ongoing License Fees: None
- Staff Qualified to Administer Include:
-
- Special Education Teacher
- General Education Teacher
- Reading Specialist
- Math Specialist
- EL Specialist
- Interventionist
- Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
- Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
- Training Requirements:
- 3 days of training plus ongoing consultation and video review until accredited.
-
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 participants are encouraged to video their group sessions for self-learning and to submit them for review by IY mentors and trainers. In addition group leaders are encouraged to take advantage of telephone consultations and live consultation days with other group leaders and an accredited mentor to review videos of sessions and obtain in-person feedback and practice.
Training materials include comprehensive manuals with DVDs of vignettes to be shown to children. In addition to the lesson/session leader manual, there is a therapist/group leader text book and videos of actual "experts in action" sessions for self-learning after the initial workshop. These videos also have manuals discussing group therapy methods and processes used. This program has been used for over 15 years and DVDs and manuals have been revised and updated based on therapist, teacher and parent feedback and research evaluations.
- Access to Technical Support:
- Therapists/group leaders are encouraged to take advantage of telephone consultations with accredited coaches, mentors or trainers. These may be telephone consultations, live consultations on-site, or video reviews of sessions.
- Recommended Administration Formats Include:
-
- Small group of students
- BI ONLY: A classroom of students
- Minimum Number of Minutes Per Session:
- 120
- Minimum Number of Sessions Per Week:
- 1
- Minimum Number of Weeks:
- 18
- Detailed Implementation Manual or Instructions Available:
- Yes
- Is Technology Required?
-
- Computer or tablet
Program Information
Descriptive Information
Please provide a description of program, including intended use:
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), to promote social skills, emotional literacy, empathy, self-regulation, and positive peer interactions (e.g., waiting, taking turns, asking to enter a group, complimenting etc.), to develop appropriate anger management strategies and reduce conduct problems and ADHD symptoms. The curriculum is designed for use treating small groups of 5-6 children with behavior problems. The treatment version is delivered once weekly for 2 hours over 18-22 weeks. The small group treatment version 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 is offered 2-3 times a week in classrooms throughout the year with separate lesson plans for preschool, kindergarten, and early primary grade teachers.
The program is intended for use in the following age(s) and/or grade(s).
Age 3-5
Kindergarten
First grade
Second grade
Third grade
Fourth grade
Fifth grade
Sixth grade
Seventh grade
Eighth grade
Ninth grade
Tenth grade
Eleventh grade
Twelth grade
The program is intended for use with the following groups.
Students with learning disabilities
Students with intellectual disabilities
Students with emotional or behavioral disabilities
English language learners
Any student at risk for academic failure
Any student at risk for emotional and/or behavioral difficulties
Other
If other, please describe:
ADHD, ODD
ACADEMIC INTERVENTION: Please indicate the academic area of focus.
Early Literacy
Alphabet knowledge
Phonological awareness
Phonological awarenessEarly writing
Early decoding abilities
Other
If other, please describe:
Language
Grammar
Syntax
Listening comprehension
Other
If other, please describe:
Reading
Phonics/word study
Comprehension
Fluency
Vocabulary
Spelling
Other
If other, please describe:
Mathematics
Concepts and/or word problems
Whole number arithmetic
Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
Algebra
Fractions, decimals (rational number)
Geometry and measurement
Other
If other, please describe:
Writing
Spelling
Sentence construction
Planning and revising
Other
If other, please describe:
BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.
Externalizing Behavior
Verbal Threats
Property Destruction
Noncompliance
High Levels of Disengagement
Disruptive Behavior
Social Behavior (e.g., Peer interactions, Adult interactions)
Other
If other, please describe:
Internalizing Behavior
Anxiety
Social Difficulties (e.g., withdrawal)
School Phobia
Other
If other, please describe:
Acquisition and cost information
Where to obtain:
- Address
- 1411 8th Avenue West Seattle, WA 98119
- Phone Number
- 206-285-7565
- Website
- Incredible Years
Initial cost for implementing program:
- Cost
- $1150.00
- Unit of cost
- small group
Replacement cost per unit for subsequent use:
- Cost
- Unit of cost
- Duration of license
Additional cost information:
Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)
Start-Up Costs Initial Workshop Training: Initial workshop training costs typically include a three-day training for group leaders by accredited IY mentors or trainers, delivered either in Seattle for approximately $1,100-$1,500 per leader (including travel) or delivered on-site at the program implementation site (which can be cost effective for groups of more than 10-15 leaders). On-site training costs are $1,500 - $2,000 per day plus travel costs for trainers. Curriculum & Materials: A set of program DVDs and materials costs $1,150 for Small Group Treatment version of the Dina Dinosaur Child program (includes leader manual, home activities handouts for copying, teacher book, DVDs and other accessory materials). It can be useful for co-leaders to have their own manuals; additional leader manuals cost $90 each. Licensing: None. Other Start-Up Costs: Equipment to play DVDs, puppets and toys for role play practices, and video equipment to film sessions – if not already part of staff equipment. Implementation Costs Ongoing Curriculum Materials: Group leader/teacher books cost $27.95; if parents are not enrolled in the parenting group at the same time as child groups, parent books should be provided -- cost is $17.95 each. Program leaders should budget for handouts and some materials for small group activities (e.g., laminating solution and feeling cards, snacks, art supplies) and small rewards for children (for meeting targeted behavior goals) at approximately $20/child. Staffing: • Qualifications: Group leaders for small group treatment program may come from a variety of helping professions such as social work, psychology, nursing, and education. It is required that they have taken a course in child development, have had experience with young children and it is recommended that they have had training in cognitive social learning theory. The purveyor recommends that at least one of the two leaders running a group has a master’s degree or higher. • Ratios: 2 group leaders lead a group with 5-6 children for small group treatment. For the treatment program for children with ODD/CD it is recommended that a back-up person be available in case a child needs to be taken to the bathroom or when using a supervised Time Out calm down procedure. • Time to Deliver Intervention: Child groups are held weekly for 18 – 22 weeks for 2 to 2.5 hours for small group treatment. Program developers recommend budgeting 5 hours per group per group leader initially to account for lesson and activity preparation time, peer review of videos of group sessions and weekly calls to parents and teachers. This prep time will be reduced after the group leaders have experience delivering the program and are certified in intervention delivery. • Room rental if a space is not already available. Implementation Support and Fidelity Monitoring Costs Ongoing Training, Coaching & Mentoring: Ongoing consultation and supervision by accredited IY program mentors and trainers is recommended for an hourly rate ($150), with a suggested two hours per month, as well as a daily rate of $1,500 - $2,000 plus travel for a 1-day on-site consultation with group leaders, with a minimum of one on-site consultation per year suggested by the purveyor. Fidelity Monitoring & Evaluation: Incredible Years recommends video review and certification/accreditation at a cost of $450 per program leader (video review, submission of lesson or session protocols, and additional paperwork are required for group leaders to become accredited). Other video reviews can be arranged for $75/hour and are recommended for the treatment version of the program in particular, as are phone consultations – recommended 2 per month – 10 per year at $150 per hour (group leaders can have the consultation calls in pairs or groups so the cost per person is less). The purveyor suggests that programs budget $1,200 – 1,425 per leader for the first year or first 2-3 groups for video reviews, consultation calls and accreditation/certification. Once group leaders receive certification they are eligible to receive training to become accredited coaches. Accredited coaches within agencies or schools can provide ongoing support, coaching, live observations and/or video feedback, which promotes group leader eventual accreditation. Once coaches are accredited they are eligible to receive training to become mentors, which permits them to provide authorized training workshops and coaching support to others. Workshops and consultations can only be done by accredited mentors or trainers. Ongoing License Fees: NoneProgram Specifications
Setting for which the program is designed.
Small group of students
BI ONLY: A classroom of students
If group-delivered, how many students compose a small group?
6Program administration time
- Minimum number of minutes per session
- 120
- Minimum number of sessions per week
- 1
- Minimum number of weeks
- 18
- If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:
Does the program include highly specified teacher manuals or step by step instructions for implementation?- Yes
BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?- Yes
-
If yes, please identify and describe the broader school- or class-wide management program: -
Does the program require technology? - Yes
-
If yes, what technology is required to implement your program? -
Computer or tablet
Internet connection
Other technology (please specify)
If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
Program uses video vignettes as examples of prosocial behavior, problem solving and anger management. It is necessary to have a computer/DVD player and flat screen to show vignettes to children which trigger problem solving and practices.
Training
- How many people are needed to implement the program ?
- 2
Is training for the instructor or interventionist required?- Yes
- If yes, is the necessary training free or at-cost?
- At-cost
Describe the time required for instructor or interventionist training:- 3 days of training plus ongoing consultation and video review until accredited.
Describe the format and content of the instructor or interventionist training:- 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 participants are encouraged to video their group sessions for self-learning and to submit them for review by IY mentors and trainers. In addition group leaders are encouraged to take advantage of telephone consultations and live consultation days with other group leaders and an accredited mentor to review videos of sessions and obtain in-person feedback and practice.
What types or professionals are qualified to administer your program?
General Education Teacher
Reading Specialist
Math Specialist
EL Specialist
Interventionist
Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
Paraprofessional
Other
If other, please describe:
- Does the program assume that the instructor or interventionist has expertise in a given area?
-
Yes
If yes, please describe:
child development course and knowledge of cognitive social learning theory
Are training manuals and materials available?- Yes
-
Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students: - Training materials include comprehensive manuals with DVDs of vignettes to be shown to children. In addition to the lesson/session leader manual, there is a therapist/group leader text book and videos of actual "experts in action" sessions for self-learning after the initial workshop. These videos also have manuals discussing group therapy methods and processes used. This program has been used for over 15 years and DVDs and manuals have been revised and updated based on therapist, teacher and parent feedback and research evaluations.
Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?- Yes
-
Can practitioners obtain ongoing professional and technical support? -
Yes
If yes, please specify where/how practitioners can obtain support:
Therapists/group leaders are encouraged to take advantage of telephone consultations with accredited coaches, mentors or trainers. These may be telephone consultations, live consultations on-site, or video reviews of sessions.
Summary of Evidence Base
- Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.
-
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(1), 93-109.
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.
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., Reid, M. J., & Beauchaine, T. P. (2011). Combining Parent and Child Training for Young Children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2), 1-13.
Webster-Stratton, C., Reid, M. J., & Beauchaine, T. P. (2012). One-Year Follow-Up of Combined Parent and Child Intervention for Young Children with ADHD. Journal of Clinical Child and Adolescent Psychology.
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 Quarterly, 26(3), 189-201.
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.
Larsson, B., Fossum, B., Clifford, G., Drugli, M., Handegard, B., & Morch, W. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children: Results of a randomized trial. European Child Adolescent Psychiatry, 18(1), 42-52.
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 and Adolescent Psychiatry, 15, 392-399.
Note: Data is provided for the first 2 studies conducted by the developer for the small group treatment condition only. Other studies have evaluated the small group treatment program in Norway and Wales.There is also an RCT with the classroom version of the child program with high risk children. The classroom study data are not included either because children were not formally diagnosed.
Study Information
Study Citations
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(1) 93-109.
Participants
- Describe how students were selected to participate in the study:
- Referred by professionals, teachers or self-referred. Children were selected for inclusion based on meeting DSM-III-R criteria for ODD and/or CD. A third study (2011) was conducted with children diagnosed with ADHD according to DSM-IV-R but not included because the child treatment was combined with the parent training intervention.In the first 2 studies almost half the children were comorbid for ADHD.
- Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
- Diagnosed as having ODD and /or CD on DSM-III-R criteria by licensed psychologists.
-
ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
- below the 30th percentile on local or national norm, or
- identified disability related to the focus of the intervention?
- %
-
BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
- emotional disability label,
- placed in an alternative school/classroom,
- non-responsive to Tiers 1 and 2, or
- designation of severe problem behaviors on a validated scale or through observation?
- %
- Specify which condition is the submitted intervention:
- The child condition (dinosaur school) consisted of 22 weeks of 2-hour group sessions focusing on empathy training, problem solving, anger control, friendship skills, communication skills and school rules. Children met in small groups of 6 children. Parents and teachers were involved in by sending them received weekly letters and regular phone calls outlining shared goals, key concepts being taught, behavior planning and encouraging them to reinforce concepts taught in sessions .
- Specify which condition is the control condition:
- Children in the waiting in list control condition did not receive any intervention at our clinic until the end of a year after the treatment conditions and control condition had completed post assessment batteries. Control families could get whatever services were available in their communities if they wanted to while they were waiting for their program to begin.
- If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):
- In addition to the child only treatment and waiting list control groups. A third condition was parent only where the parents attended 22-24 parent group sessions (Basic + Advance programs) and the child received no child group. The fourth condition was the combined child plus parent programs that were held at the same time. The objective was to find out whether adding parent and/or child conditions enhanced outcomes.
Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.
Grade Level
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Age less than 1 | |||
Age 1 | |||
Age 2 | |||
Age 3 | |||
Age 4 | |||
Age 5 | |||
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 |
Race–Ethnicity
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
African American | |||
American Indian | |||
Asian/Pacific Islander | |||
Hispanic | |||
White | 29.3% | 122.7% | Invalid |
Other |
Socioeconomic Status
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Subsidized Lunch | |||
No Subsidized Lunch |
Disability Status
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Speech-Language Impairments | |||
Learning Disabilities | |||
Behavior Disorders | |||
Emotional Disturbance | |||
Intellectual Disabilities | |||
Other | |||
Not Identified With a Disability |
ELL Status
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
English Language Learner | |||
Not English Language Learner |
Gender
Demographic | Program Number |
Control Number |
Effect Size: Cox Index for Binary Differences |
---|---|---|---|
Female | 9.3% | 31.8% | 0.95 |
Male | 26.7% | 68.2% | 1.06 |
Mean Effect Size
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.
Design
- What method was used to determine students' placement in treatment/control groups?
- Random
- Please describe the assignment method or the process for defining treatment/comparison groups.
- Families were randomly assigned to one of four conditions: child training only; parent training only; combined child and parent training; and wait-list control condition.
-
What was the unit of assignment? - Students
- If other, please specify:
-
Please describe the unit of assignment: -
What unit(s) were used for primary data analysis? -
Schools
Teachers
Students
Classes
Other
If other, please specify:
-
Please describe the unit(s) used for primary data analysis:
Fidelity of Implementation
- How was the program delivered?
-
Individually
Small Group
Classroom
If small group, answer the following:
- Average group size
- 6
- Minimum group size
- Maximum group size
What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?
- Weeks
- 19.00
- Sessions per week
- 1.00
- Duration of sessions in minutes
- 120.00
- What were the background, experience, training, and ongoing support of the instructors or interventionists?
- Masters or PhD in social work, nursing or psychology with 5-20 years experience.
- Describe 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 home work given.
- What were the 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.
- Was the fidelity measure also used in control classrooms?
- not applicable
Measures and Results
Measures Broader :
Targeted Measure | Reverse Coded? | Reliability | Relevance | Exposure |
---|
Broader Measure | Reverse Coded? | Reliability | Relevance | Exposure |
---|
Administrative Data Measure | Reverse Coded? | Relevance |
---|
Targeted Measures (Full Sample)
Measure | Sample Type | Effect Size |
---|---|---|
Average across all targeted measures | Full Sample | † |
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
Broader Measures (Full Sample)
Measure | Sample Type | Effect Size |
---|---|---|
Average across all broader measures | Full Sample | -- |
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
Administrative Measures (Full Sample)
Measure | Sample Type | Effect Size |
---|---|---|
Average across all admin measures | Full Sample | -- |
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
Targeted Measures (Subgroups)
Measure | Sample Type | Effect Size |
---|---|---|
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
Broader Measures (Subgroups)
Measure | Sample Type | Effect Size |
---|---|---|
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
Administrative Measures (Subgroups)
Measure | Sample Type | Effect Size |
---|---|---|
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes. |
- For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
- Please explain any missing data or instances of measures with incomplete pre- or post-test data.
- If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
- Describe the analyses used to determine whether the intervention produced changes in student outcomes:
- 4-group ANCOVA
Additional Research
- Is the program reviewed by WWC or E-ESSA?
- WWC
- Summary of WWC / E-ESSA Findings :
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
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
- How many additional research studies are potentially eligible for NCII review?
- 0
- Citations for Additional Research Studies :
Data Collection Practices
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