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Evaluation Studies

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.)

Parenting Program Studies  
Child Training Program Studies
Teacher Training Program Studies
Bibliography

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.
 


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