|
Expand Menu |
Collapse Menu
|
Evaluation Studies
Evaluation Design
 The Parent Training Programs are recommended by the
American Psychological Association Task Force (Brestan & Eyberg, 1998) as
meeting the stringent "Chambless & Hollon criteria" (1998) for empirically
supported mental health intervention for children with conduct problems.
This means that the program has been shown to be: (1) statistically significant
in a randomized control group trial using reliable and valid outcome assessment
measures; and (2) replicated in at least two independent studies.
The program series has been evaluated by the following
methods outlined below. (Follow the links to jump to specific
sections on this page.)
Chambless, D. L. and Hollon, S.D. (1998). Defining
Empirically Supported Therapies. Journal of Consulting and Clinical Psychology,
66, 7-18.
Brestan, E. V. & Eyberg, S. M. (1998). Effective
psychosocial treatments of conduct-disordered children and adolescents;
29 years, 82 studies, and 5,272 kids. Journal of Clinical Psychology, 27,
180-189.
|
Parenting Program Claims |
Evaluation Methods |
Evidence of Efficacy |
|
4-8 year old children diagnosed with conduct problems whose parents
received The Incredible Years BASIC with and without the ADVANCE
Parenting Program showed reduction in aggressive and destructive
behavior compared to a waiting list control group on report and
observational measures.
Effects are maintained 3 years later.
|
Random assignment to intervention conditions or control groups in
multiple studies by multiple investigators. Measures include:
Parent and teacher reports*
Home observations of parent-child*
Laboratory observations parent-child*
Observations of peer interactions (1997 study)
Child social skills, attribution and self-esteem testing*
Marital problem-solving observations (1994 & 1997 study)
Classroom observations (1999 study)
* all studies included these measures
|
(Beauchaine, et al., 2005)
(Reid, et al., 2003)
(Webster-Stratton, et al., 2004)
(Webster-Stratton, 1984) (BASIC)
(Webster-Stratton, Kolpacoff, & Hollinsworth, 1988) (BASIC)
(Webster-Stratton, Hollinsworth, & Kolpacoff, 1989) (BASIC)
(Webster-Stratton, 1990a; Webster-Stratton, 1990b) (Self-administered
BASIC version)
(Webster-Stratton, 1992) (self-admin)
(Webster-Stratton, 1994) (BASIC + ADVANCE)
(Webster-Stratton & Hammond, 1997) (BASIC + ADVANCE)
(Webster-Stratton & Reid, 1999a) (BASIC + ADVANCE + EDUCATION)
Replication:
(Scott, 1999) (BASIC)
(Scott, 2001)
(Spaccarelli, Cotler, & Penman, 1992) (BASIC)
(Taylor, Schmidt, Pepler, & Hodgins, 1998) (BASIC)
|
| 4-8 year
old children diagnosed with conduct problems whose parents received
The Incredible Years BASIC + ADVANCE Parenting Program showed increases
in prosocial behaviors compared to a waiting-list control group
|
Random
assignment to intervention conditions or control groups in multiple
studies by multiple investigators.
*Measures as noted above
|
(Beauchaine,
et al., 2005)
(Reid, et al., 2003)
(Webster-Stratton, et al., 2004)
(Webster-Stratton, 1994) (BASIC + ADVANCE)
(Webster-Stratton & Hammond, 1997) (BASIC + ADVANCE)
|
|
High-risk undiagnosed 4-year olds in Head Start showed increases
in social competence compared to children in control schools when
their parents participated in The Incredible Years BASIC Parenting
Program with Teacher Training. Effects maintained 1-year later.
|
Random assignment by classroom to intervention or control conditions
in two separate studies.
* Measures as above plus school observations
|
(Webster-Stratton & Hammond, 1998) (BASIC)
(Webster-Stratton & Reid, 1999b)(BASIC + EDUCATION + TEACHER)
|
| Parents
who participated in The Incredible Years BASIC Parenting Program
showed reductions in spanking, use of corporal punishment, critical
statements, and other negative discipline compared to an untreated
control group on report and observational measures.
|
Random
assignment to intervention or control groups in multiple studies
by multiple investigators.
* Measures noted above
|
All the
studies using BASIC with or without ADVANCE with clinic-based treatments
with children with conduct problems or as prevention interventions
with undiagnosed children showed these changes. References include
those outlined in first three columns, plus the following: (Gross
et al., 2003; Webster-Stratton, 1981; Webster-Stratton, 1982a)
Replication: as above plus the following: Prevention trial
with day teachers and parents with toddlers in day care: (Gross,
Fogg, Webster-Stratton, & Grady, 1999)
|
|
Parents who participated in The Incredible Years BASIC Parenting
Program showed increases in observed effective discipline and praise
compared to an untreated control group.
|
Random assignment to intervention or control groups in multiple
studies by multiple investigators.
*Measures noted above
|
All the studies using BASIC with or without ADVANCE as treatment
for children diagnosed with conduct problems or as prevention for
undiagnosed children showed these changes. References include those
outlined in first three columns, plus the following: (Beauchaine,
2005; Reid, 2003; Webster-Stratton, 2004; Webster-Stratton, 1981;
Webster-Stratton, 1982a)
Replication: as above plus the following: (Gross et al.,
1999)
|
| Parents
who participated in The Incredible Years ADVANCE Parenting Program
showed increases in observed marital problem solving and their children
showed increases in social problem solving compared to untreated
control and to those who received BASIC only.
|
*Measures
noted above
|
(Gross,
2003; Webster-Stratton, 1994)
|
|
Average-risk undiagnosed 2-5 year olds in a community sample showed
decreases in oppositional and defiant behaviors compared to control
group
|
Random assignment to intervention condition or control group.
*Measures noted above
|
(Reid et al., 2004)
(Gross, 2003)
(Webster-Stratton, 1982b)
(Gross et al., 1999)
(Webster-Stratton and Reid, 199b)
|
| Interventions
have long-term effects and are not differentially affected by child's
gender, ethnicity of parent, education or social class of parent.
Interventions are cost effective.
|
|
All studies
with BASIC and ADVANCE Programs have been shown to have results
lasting 1-3 years follow-up. (Webster-Stratton, 1982a) (Webster-Stratton,
1990b; Webster-Stratton et al., 1989) (Scott, 1999; Gross et. al.,
1999) Data concerning predictors of outcome can be obtained. (Webster-Stratton,
1985) (Webster-Stratton & Hammond, 1990)
|
|
Child Training Program
Claims |
Evaluation Methods |
Evidence of Efficacy |
|
4-8 year old children with conduct problems who participated in
Dinosaur School showed reductions in aggressive and disruptive behavior
in interactions with parents, teachers and peers compared to an
untreated control group.
|
Random assignment to intervention or control group. Measures include:
Parent and teacher reports*
Home observations of parent-child*
Laboratory observations parent-child*
Observations of peer interactions (1997 study)
Child social skills, attribution and self- self-esteem testing*
School Observations (1999a study)
|
(Webster-Stratton & Hammond, 1997)
Randomized study suggest that child findings are replicated and
show added effects of teacher training vs. parent and child training
programs. (Webster-Stratton, 2004; Webster-Stratton & Reid, 1999a)
|
| 4-8 year old children
with conduct problems who participated in Dinosaur School showed
increases in prosocial behavior and positive conflict management
skills compared to an untreated control group. |
Random assignment
to intervention or control group. Measures noted above (Webster-Stratton
& Reid, 1999) |
(Webster-Stratton
& Hammond, 1997)
Randomized study suggest that child findings are replicated and
show added effects of teacher training vs parent and child training
programs. (Webster-Stratton et al., 2004; Webster-Stratton & Reid,
1999a)
|
|
Teacher Training Program
Claims |
Evaluation Methods |
Evidence of Efficacy |
|
Teachers who participated in The Incredible Years Teacher Training
Program showed higher rates of praise and lower rates of criticism
in the classroom than control teachers as measured by independent
classroom observations.
|
Random assignment by classroom to intervention or control. Random
assignment by individual child to parent and child training conditions
with and without teacher training.
Measures include:
Parent and teacher reports
Home observations of parent-child
School Observations (1999a,b studies)
|
(Webster-Stratton & Reid, 1999b) (Webster-Stratton & Reid, 1999a)
(Webster-Stratton et al., 2004; Webster-Stratton et al., 2001)
|
| On independent
observations classroom atmosphere was rated more positively in classrooms
where teachers received The Incredible Years Teacher Training Program
than in classrooms with no teacher training.
|
Random
assignment by classroom to intervention or control.
Random assignment by child to parent and child training conditions
with and without teacher training.
*Measures noted above
|
(Webster-Stratton
& Reid, 1999a,b)
(Webster-Stratton et al., 2004)
|
|
On independent observations children's school readiness was rated
higher in classrooms where teachers received the Incredible Years
Teacher Training than in classrooms without teacher training.
|
Random assignment by classroom to intervention or control. Random
assignment by child to parent and child training conditions with
and without teacher training.
*Measures noted above
|
(Webster-Stratton & Reid, 1999 a,b)
(Webster-Stratton et al., 2004)
|
| Rates
of child noncompliance and aggression were lower in Incredible Years
Teacher Training classrooms than in classrooms without teacher training
as measured by independent observations.
|
Random
assignment by classroom to intervention or control.
Random assignment by child to parent and child training conditions
with and without teacher training.
|
(Webster-Stratton
& Reid, 1999 a,b)
(Webster-Stratton et al., 2004)
|
|
Child engagement was higher in Incredible Years Teacher Training
classrooms than in classrooms without teacher training as measured
by independent observations.
|
Random assignment by classroom to intervention or control.
Random assignment by child to parent and child training conditions
with and without teacher training.
|
(Webster-Stratton & Reid, 1999 a,b)
(Webster-Stratton et al., 2004)
|
| Teachers
in Incredible Years Teacher Training classrooms reported that children
showed higher levels of social competence than children did in classrooms
without teacher training.
|
Random
assignment by classroom to intervention or control. Random assignment
by child to parent and child training conditions with and without
teacher training.
|
(Webster-Stratton
& Reid, 1999 a,b)
(Webster-Stratton et al., 2004)
|
|
Parent involvement in school and parental bonding with teachers
was higher in Incredible Years Teacher Training classrooms than
in classrooms without teacher training according to teacher report.
|
Random assignment by classroom to intervention or control. Random
assignment by child to parent and child training conditions with
and without teacher training.
|
(Webster-Stratton & Reid, 1999 a,b)
Note: Randomized study with diagnosed children with ODD/CD currently
being completed where families assigned to child training + teacher
training; BASIC, ADVANCE + EDUCATION parent training + teacher training;
child training + teacher + BASIC, ADVANCE + EDUCATION parent training;
child training only; parent training only; and control. Preliminary
results suggests the added benefits of combining teacher training
with child and parent training interventions in terms of classroom
behavior changes.
|
Bibliography
Gross, D., Fogg, L., Webster-Stratton, C., & Grady,
J. (1999, ). Parent training with low-income multi-ethnic parents of toddlers.
Paper presented at the Society for Research in Child Development, Albuquerque,
New Mexico.
Reid, J. M., Webster-Stratton, C., and Baydar, N.,
University of Washington. 2004. Journal of Clinical Child and Adolescent
Psychology, Vol. 33, No. 2. Halting the Development of Conduct Problems
in Head Start Children: The Effects of Parenting Training substance abuse
families predictor.
Reid, J., Webster-Stratton, C., and Mary Hammond,
M. 2003. Behavior Therapy 34,471-491. Follow-Up of Children Who Received
The Incredible Years Intervention for Oppositional Defiant Disorder: Maintenance
and Prediction of 2-Year Outcome.
Reid, M. J., Webster-Stratton, C., and Beauchaine,
T.P. 2001. Prevention Science, Vol. 2, No. 4, 209-227. Parent Training in
Head Start: A Comparison of Program Response Among African American, Asian
American, Caucasian, and Hispanic Mothers.
Scott, S. (1999, ). Parent training groups for childhood
conduct disorder. Paper presented at the National Center for Child and Adolescent
Psychiatry, Oslo, Norway.
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.
Taylor, T. K., Schmidt, F., Pepler, D., & Hodgins,
H. (1998). A comparison of eclectic treatment with Webster-Stratton's Parents
and Children Series in a Children's Mental Health Center: A randomized controlled
trial. Behavior Therapy, 29, 221-240.
Webster-Stratton, C. (1981). Modification of mothers'
behaviors and attitudes through videotape modeling group discussion program.
Behavior Therapy, 12, 634-642.
Webster-Stratton, C. (1982a). The long term effects
of a videotape modeling parent training program: Comparison of immediate
and 1-year follow-up results. Behavior Therapy, 13, 702-714.
Webster-Stratton, C. (1982b). Teaching mothers through
videotape modeling to change their children's behaviors. Journal of Pediatric
Psychology, 7(3), 279-294.
Webster-Stratton, C. (1984). Randomized trial of
two parent-training programs for families with conduct-disordered children.
Journal of Consulting and Clinical Psychology, 52(4), 666-678.
Webster-Stratton, C. (1985). Predictors of treatment
outcome in parent training for conduct disordered children. Behavior Therapy,
16, 223-243.
Webster-Stratton, C. (1990a). Enhancing the effectiveness
of self-administered videotape parent training for families with conduct-problem
children. Journal of Abnormal Child Psychology, 18, 479-492.
Webster-Stratton, C. (1990b). Long-term follow-up
of families with young conduct problem children: From preschool to grade
school. Journal of Clinical Child Psychology, 19(2), 144-149.
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., & 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(1),
93-109.
Webster-Stratton, C., & Hammond, M. (1998). Conduct
problems and level of social competence in Head Start children: Prevalence,
pervasiveness and associated risk factors. Clinical Child Psychology and
Family Psychology Review, 1(2), 101-124.
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., Kolpacoff, M., & Hollinsworth,
T. (1988). Self-administered videotape therapy for families with conduct-problem
children: Comparison with two cost-effective treatments and a control group.
Journal of Consulting and Clinical Psychology, 56(4), 558-566.
Webster Stratton, C. (1994). Advancing videotape
parent training: A comparison study. Journal of Consulting and Clinical
Psychology, 62, 583-593.
Webster-Stratton, C. (1998). Preventing conduct problems
in Head Start children: Strengthening parent competencies. Journal of Consulting
and Clinical Psychology, 66, 715-730.
Webster-Stratton, C., & Reid, J. (1999b, June, 1999).
Effects of teacher training in Head Start classrooms: Results of a randomized
controlled evaluation. Paper presented at the Society for Prevention Research,
New Orleans.
Webster-Stratton, C. & Reid, J. (1999a. November,
1999). Treating children with early-onset conduct problems: The importance
of teacher training. Paper presented at the American Association of Behavior
Therapy, Toronto.
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., & 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), 238-302.
Webster-Stratton, C., & Reid, M. J. and 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. vol.33, no.1, 105-124.
Webster-Stratton, C., Reid, M.J., and Stoolmiller,
M. (2006). Preventing Aggression and Improving Social, Emotional and Academic
Competence: Evaluation of Dina Dinosaur Classroom Curriculum in High Risk
Schools.
|
|
Overview of
the Incredible Years Programs
Young children need developmentally
appropriate and nurturing responses from parents and teachers that
will prevent more serious problems, repair problematic
relationships, and help them develop the social-emotional skills
they need to succeed in life.
Parent Training Program (PowerPoint PDF)
Child Training Program (PowerPoint PDF)
Teacher Training
Program (PowerPoint PDF)
Helping Young Aggressive Children Beat the Odds: Parents, Children,
Teachers and Dinosaurs
The University of Washington 2006 Annual
Faculty Lecture by Carolyn Webster-Stratton, PhD.
Watch
the video
|
|
