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).

not selected Age 0-3
not selected Age 3-5
selected Kindergarten
selected First grade
selected Second grade
not selected Third grade
not selected Fourth grade
not selected Fifth grade
not selected Sixth grade
not selected Seventh grade
not selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelth grade


The program is intended for use with the following groups.

selected Students with disabilities only
selected Students with learning disabilities
selected Students with intellectual disabilities
selected Students with emotional or behavioral disabilities
selected English language learners
not selected Any student at risk for academic failure
selected Any student at risk for emotional and/or behavioral difficulties
selected Other
If other, please describe:
ADHD, ODD

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

not selected Print knowledge/awareness
not selected Alphabet knowledge
not selected Phonological awareness
not selected Phonological awarenessEarly writing
not selected Early decoding abilities
not selected Other

If other, please describe:

Language

not selected Expressive and receptive vocabulary
not selected Grammar
not selected Syntax
not selected Listening comprehension
not selected Other
If other, please describe:

Reading

not selected Phonological awareness
not selected Phonics/word study
not selected Comprehension
not selected Fluency
not selected Vocabulary
not selected Spelling
not selected Other
If other, please describe:

Mathematics

not selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
not selected Other
If other, please describe:

Writing

not selected Handwriting
not selected Spelling
not selected Sentence construction
not selected Planning and revising
not selected Other
If other, please describe:

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

selected Physical Aggression
selected Verbal Threats
selected Property Destruction
selected Noncompliance
selected High Levels of Disengagement
selected Disruptive Behavior
selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

selected Depression
selected Anxiety
selected Social Difficulties (e.g., withdrawal)
selected School Phobia
not selected 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: None

Program Specifications

Setting for which the program is designed.

not selected Individual students
selected Small group of students
selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

   6

Program administration time

Minimum number of minutes per session
120
Minimum number of sessions per week
1
Minimum number of weeks
18
not selected N/A (implemented until effective)

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?
selected Computer or tablet
not selected Internet connection
not selected 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?

selected Special Education Teacher
selected General Education Teacher
selected Reading Specialist
selected Math Specialist
selected EL Specialist
selected Interventionist
selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
not selected Paraprofessional
not selected 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 Full Bobble

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 22 27 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 7 7 0.95
Male 20 15 1.06

Mean Effect Size

0.34

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 Full Bobble

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?
not selected Schools
selected Teachers
selected Students
not selected Classes
not selected Other
If other, please specify:

Please describe the unit(s) used for primary data analysis:

Fidelity of Implementation Full Bobble

How was the program delivered?
not selected Individually
selected Small Group
not selected 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 Targeted : Half Bobble
Measures Broader : Dash

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be academic performance in that setting or on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates which do not have psychometric properties as do other, more traditional targeted or broader measures.

Click here for more information on effect size.


What populations are you submitting outcome data for?
selected Full sample
not selected Students at or below the 20th percentile
not selected English language learners
not selected Racial/ethnic subgroups
not selected Economically disadvantaged students (low socioeconomic status)
Targeted Measure Reverse Coded? Reliability Relevance Exposure
Broader Measure Reverse Coded? Reliability Relevance Exposure
Administrative Data Measure Reverse Coded? Relevance

Posttest Data

Targeted Measures (Full Sample)

Measure Sample Type Effect Size P

Broader Measures (Full Sample)

Measure Sample Type Effect Size P

Administrative Measures (Full Sample)

Measure Sample Type Effect Size P

Targeted Measures (Subgroups)

Measure Sample Type Effect Size P

Broader Measures (Subgroups)

Measure Sample Type Effect Size P

Administrative Measures (Subgroups)

Measure Sample Type Effect Size P
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

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

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How many additional research studies are potentially eligible for NCII review?
0
Citations for Additional Research Studies :

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