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Implementation in Your Agency or School Tips and information to assure successful implementation of the Incredible Years programs. Adjusting the Classroom-based Dinosaur Program according to the Age Group
For kindergarten and grade one students, the curriculum is offered two times a week in 20-minute large or small group presentations. This teaching is followed by special activities four to five times a week that are designed to reinforce the skills taught in the lessons. If the curriculum will be taught on a regular basis from kindergarten through grade three, we recommend that the emphasis in kindergarten be on feelings, school rules, and the beginning steps of problem solving. In grades one, two, and three, the content related to feelings and rules is repeated, but more emphasis and time is spent on the problem solving, anger management, and friendship units. The curriculum is designed to be adjusted according to the age of the students. This can be achieved by varying the frequency of the lessons, the emphasis in content, and the depth and complexity of the activities. For example, when using the solution cards with preschool children, the emphasis could be on discussing and practicing specific prosocial behaviors (e.g., sharing, turn taking, asking for help). However, the school age child might read the solutions on the cards and then draw, write, and act out stories about the solutions. Thus, literacy skills are encouraged along with the social skills. Induce the Community to Feel Ownership of the Program
Make the Program Flexible in Times and Places they are Offered This intervention has been offered in community mental health centers, housing units, churches, and schools. Evening groups have been the most successful in attracting two partners and working parents, although daytime groups are easier for some families because children are in school. If the program is being offered in the community, make sure its advertising does not give a blaming message regarding the cause of mental health problems. For example, the program may be advertised as a way to help children succeed in school, rather than a program designed to reduce behavior problems in children. Provide Opportunities for Interested Community Members to Participate in Development, Organization, Implementation, and Evaluation of the Program Parent volunteers may be asked to help with family recruitment, child care, transportation, and program evaluation. In one site, 75 percent of the parents who had been in parent groups the year before offered to participate in some way, either by helping run child care for new groups or by attending parent orientation nights at the schools to help explain the program and motivate new parents to participate. In the third year of that project, some parents who had demonstrated "natural leadership" abilities were trained to be co-leaders of parent groups with the family service workers. This involvement helped parents develop a sense of ownership and investment in the program’s success and began to change the meaning of the program in the community. Provide Incentives
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For preschoolers, it is ideal to offer the curriculum three times a week
in 15-minute large group presentations (e.g., circle time). During these
presentations, the teachers use videotapes, books, role plays, and detective
games to stimulate discussions about relationships. This is followed by 15
to 20 minutes of small group activities (four to six children per table)
designed to practice the skills taught in circle time. 
Engage key community leaders and agency administrators as collaborators
or partners in an advisory capacity. Several replication sites have had
advisory boards consisting of community leaders including superintendents of
education; director and program administrators of family services agencies;
principals of the school districts involved in offering the programs; and
parents, family service workers and teacher representatives. These advisory
groups meet periodically to give input into the training, delivery, and
evaluation of the intervention.
It is important in prevention programs for high-risk populations (where
parents are not seeking help) to provide some incentives (other than food)
to motivate parents to attend the parenting program. Course credits may be
provided for those who need the credits for school. Door prizes can also be
used. Certificates of participation can be given at the end of the training
program. We have found that both parents and children enjoy a
celebration party to mark their success in completing the program. A
monetary incentive may be given to parents who attend more than two-thirds
of the sessions. Many parents have stated that the incentives initially
attracted them to the program but after attending the session felt they
would have attended regardless of whether incentives had been offered.
