Webster-Stratton, C. (2026). Neurodiversity and the Incredible Years (IY) Programs: An Evidence-based, Relationship-Centered Approach To
Supporting Children’s Diverse Development. (unpublished report). Incredible Years, Inc., Seattle, WA.
Abstract
In recent years I have increasingly been asked whether the Incredible Years programs are neurodiversity-affirming. The question is especially meaningful to me because when I began developing these programs more than forty years ago, the term neurodiversity did not yet exist — yet many of the ideas behind the programs grew from the same understanding that children develop in many different ways.
The core philosophy guiding this work is that every child develops differently & uniquely. From the beginning, my goal in regard to IY program development was to help parents and teachers recognize and understand each child’s developmental and sensory differences and to support their social, emotional, and academic development.
Rather than focusing first on children’s behavior problems, we began by building nurturing, positive, and responsive parent-teacher-child relationships. This relationship foundation forms the base of the Incredible Years parenting and teaching pyramids and represents nearly half of each training curriculum.
The emphasis on relationships reflects the fact that children vary in their learning styles, communication patterns, emotional regulation, sensory needs and developmental milestones.