Incredible Years: Teachers

Change in teacher–student relationships and parent involvement after implementation of the Incredible Years® Teacher Classroom Management programme in a regular Norwegian school setting

Aasheim, M., Drugli, M.B., Reedtz, C., Handegård, B.H., Martinussen, M. (2018). Change in teacher–student relationships and parent involvement after implementation of the Incredible Years® Teacher Classroom Management programme in a regular Norwegian school setting. British Educational Research Journal, 44(6), 1064–1083. DOI: 10.1002/berj.3479 Abstract This quasi-experimental pre–post comparison group design examined if the.
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Classroom Social Skills Dinosaur Program – Strengthening Social and Emotional Competence in Young Children – The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem Solving Curriculum.

The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and Problem Solving Child Training program, which teaches skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and how to be successful at school. The program was first evaluated as a small group treatment program for young children who were diagnosed with Oppositional Defiant and Conduct Disorders. More recently the program has been adapted for use by preschool and elementary teachers as a prevention curriculum designed to increase the social, emotional, and academic competence, and decrease problem behaviors of all children in the classroom. The content, methods, and teaching processes of this classroom curriculum are discussed.

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Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties

LaForett, D. R., Murray, D. W., Reed, J. J., Kurian, J., Mills-Brantley, R. and Webster-Stratton, C. (2019). Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties. Evidence-Based Practice in Child and Adolescent Mental Health. https://doi.org/10.1080/23794925.2019.1631723 Abstract The purpose of this paper is to describe the implementation.
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Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial

Sebastian, J., Herman, K.C., & Reinke, W.M. (2019). Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trialJournal of School Psychology 72. 134-149. https://doi.org/10.1016/j.jsp.2018.12.008 Abstract Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to.
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Does the Incredible Years® Teacher Classroom Management programme improve child–teacher relationships in childcare centres? A 1‑year universal intervention in a Norwegian community sample

Tveit, H.H., Drugli, M.B., Fossum, S., Handegård, B.H., Stenseng, F. (2019). Does the Incredible Years® Teacher Classroom Management programme improve child-teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample. European Child and Adolscent Psychiatry Published Online: 08 August 2019 https://doi.org/10.1007/s00787-019-01387-5 Abstract The Incredible Years® Teacher Classroom Management.
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Evaluation of the Incredible Years® Teacher Classroom Management Program in a Regular Norwegian School Setting

Aasheim, M., Reedtz, C., Handegård, B.H., Martinussen, M., Mørch, W.T. (2018). Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting. Scandinavian Journal of Educational Research Journal63(6), 899-912. https://doi.org/10.1080/00313831.2018.1466357 Abstract This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention.
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Fostering Social and Emotional Competence: Implementing Dina Dinosaur?s Social Skills and Problem Solving Curriculum in Inclusive Early Childhood Programs


Christopher is a very active, outspoken 4 year old. He frequently engages in aggressive behavior and verbal outbursts, and to outside observers he looks angry most of the time…

This article describes an evidence-based intervention that was designed to increase children?s social and emotional competence, decrease problem behaviors, and increase academic competence. The Incredible Years Dinosaur School Social Skills and Problem Solving curriculum (Webster- Stratton, 1990, Webster-Stratton & Reid, 2003) has been shown in two randomized control group trials to decrease aggression and promote social skills in young children (Webster-Stratton & Hammond, 1997; Webster-Stratton, Reid & Hammond, 2001b). Originally designed as a small group treatment for children diagnosed with Oppositional Defiant Disorder or Conduct Disorder, a revention/intervention classroom-based version of this curriculum has recently been evaluated for all children (ages 3-8 years) targeting high-risk populations. Findings from a randomized, control group intervention study in 160 classrooms (including Head Start and kindergarten classes) with 1746 children indicated that classrooms who offered the Dinosaur School program had teachers who were significantly more nurturing and consistent with discipline, focused more on promoting social and emotional behaviors and were less harsh and critical in their interactions with children. Compared with control classrooms, children in intervention classrooms where the Dinosaur Curriculum was delivered were more cooperative with teachers and peers, were observed to do more problem solving and had higher cognitive and school readiness scores (Webster-Stratton & Reid, 2006). Additionally, a pilot study was conducted investigating the effectiveness of this intervention for use with children with special needs, including Autism Spectrum Disorders. Results included increasing the receptive and expressive feeling word vocabulary, increasing appropriate and prosocial responses to interpersonal problem situations, as well as increasing engagement during large group circle times (Joseph & Strain, 2004).

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How the Incredible Years (IY) Child Dinosaur Social, Emotional and Problem Solving Curriculum Prepares Children to Cope with Trauma

Year: 2017
Bibliography: Webster-Stratton, C.  (2017). How the Incredible Years (IY) Child Dinosaur Social, Emotional and Problem Solving Curriculum Prepares Children to Cope with Trauma.  (unpublished report).  Incredible Years, Inc., Seattle, WA.

Abstract

In this article we will briefly describe the Incredible Years Dina Dinosaur’s Social, Emotional, Academic and.
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Impact of Incredible Years® on teacher perceptions of parent involvement: A latent transition analysis

Thompson, A.M., Herman, K.C., Stormont, M., Reinke, W.M., & Webster-Stratton, C. (2017). Impact of Incredible Years® on teacher perceptions of parent involvement: A latent transition analysis. Journal of School Psychology 62, 51-65. https://doi.org/10.1016/j.jsp.2017.03.003 [spacer] Abstract The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on.
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Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial

Herman, K.C., & Reinke, W.M. (2017).  Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.  School Psychology Quarterly 32(1), 89-104. http://dx.doi.org/10.1037/spq0000169 [spacer] Abstract For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term.
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Incredible Years Time Out Works Because of Quality of Time In

Year: 2016
Bibliography: Webster-Stratton, C.. 2016.  Incredible Years Time Out Works Because of Quality of Time In.  Incredible Years, Inc., Seattle, WA.

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The use of Time Out as a self-regulation calm down strategy for children between the ages of 3 and 9 years old is part of a.
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Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school

Murray, D.W., Rabiner, D.L., Kuhn, L., Pan, Y., Sabet, R.F. (2017). Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. Journal of School Psychology. Advance online publication. https://doi.org/10.1016/j.jsp.2017.10.004 Abstract The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management.
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Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management program

Year: 2018 Bibliography: Nye, E, Melendez-Torres, G.J., & Gardner, F. (2018). Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management program. Review of Education (in press). [spacer] Abstract Children’s early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) program trains.
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Promoting Mental Health in Disadvantaged Preschoolers: A Cluster Randomized Controlled Trial of Teacher Training Effects

Year: 2018 Bibliography: Sebra-Santos, M.J., Gaspar, M.F., Major, S.O., Patras, J., Azevedo, A.F., Homem, T.C., Pimentel, M., Baptista, E., Klest, S., Vale, V.. (14 August 2018). Promoting Mental Health in Disadvantaged Preschoolers: A Cluster Randomized Controlled Trial of Teacher Training Effects.  Journal of Child and Family Studies. DOI: 10.1007/s10826-018-1208-z. [spacer] Abstract The literature provides solid.
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Taking the Incredible Years Child and Teacher Programmes to scale in Wales

Year: 2017 (in press)
Bibliography: Hutchings, J. & Williams, M.E. (2017 in press). Taking the Incredible Years Child and Teacher Programmes to scale in Wales. Childhood Education, in press.

The content and international evidence for the Incredible Years programmes for children and teachers are described. This is followed by a description.

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Teacher perceptions of change through participation int he Incredible Years Teacher Classroom Management Programme

Kennedy, Y., (2016). Teacher perceptions of change through participation int he Incredible Years Teacher Classroom Management Programme (Unpublished doctoral dissertation). University College London.   An understanding of the process of teacher change is necessary to explain the outcomes of professional development and to identify under what conditions, how and why change may or.
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Teaching Children to Problem-Solve through Puppet Play Interactions

Webster-Stratton, C., Reid, J.M. (2018). Teaching Children to Problem-Solve through Puppet Play Interactions. In A.A. Drewes and C.E. Schaefer (Eds.), Puppets in Play Therapy: A Practical Guidebook (pp. 130-142). New York: Routledge.   Abstract In this chapter, we will focus on how we use puppets in the Incredible Years Dinosaur Program to teach.
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The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial

Ford, T., Hayes, R., Byford, S., Edwards, V., Fletcher, M., Logan, S., Norwich, B., Pritchard, W., Allen, K., Allwood, M., Ganguli, P., Grimes, K., Hansford, L., Longdon, B., Norman, S., Price, A., & Ukoumunne, O. (2018).  The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in.
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The Incredible Years ‘Dinosaur school’ programme: An interpretative phenomenological analysis of children’s experiences

Houlihan, T.M. (2013). The Incredible Years 'Dinosaur school' programme: An interpretative phenomenological analysis of children's experiences (Unpublished doctoral dissertation). University of Limerick, Ireland. Abstract The Incredible Years (IY) programme is an evidence-based preventative and early intervention programme designed to reduce behavioural problems and promote social and emotional competencies in children. There.
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The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial

Reinke, W.M., Herman, K.C., & Dong, N. (2018). The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial. Prevention Science, 19, 1043-1054. https://doi.org/10.1007/s11121-018-0932-3 [spacer] Abstract This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample.
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