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Evaluation of the Incredible Years TODDLER Parent Training
Programme for nursery staff working with 2-3 year old
children living in ‘high risk’
disadvantaged areas
Evaluation of the Incredible Years TODDLER Parent Training
Programme for nursery staff working with 2-3 year old
children living in ‘high risk’
disadvantaged areas Incredible Years Wales Conference, Cardiff, 17th March,
2010.
Dr. Tracey Bywater, Nicole Gridley, & Dr. Karen Jones
Incredible Years Wales Conference, Cardiff, 17th March, 2010.
Dr. Tracey Bywater, Nicole Gridley, & Dr. Karen Jones
OverviewOverview
Background Rationale Evaluation Aims Sample Results Conclusions
Background Rationale Evaluation Aims Sample Results Conclusions
BackgroundBackground
Benefits of early parent-based intervention well documented
Significant numbers of pre-school children receive care in ‘out of home’ settings
Government initiatives such as Flying Start have increased the provision of nursery care for pre-school children living in disadvantaged areas
Benefits of early parent-based intervention well documented
Significant numbers of pre-school children receive care in ‘out of home’ settings
Government initiatives such as Flying Start have increased the provision of nursery care for pre-school children living in disadvantaged areas
BackgroundBackground
The importance of delivering evidence based services is being increasingly recognised by Government at national and local levels
‘Child behaviour management’ is part of child-care worker training
Specific training in evidence-based child management skills has not yet been systematically incorporated (Hutchings & Bywater, in preparation).
The importance of delivering evidence based services is being increasingly recognised by Government at national and local levels
‘Child behaviour management’ is part of child-care worker training
Specific training in evidence-based child management skills has not yet been systematically incorporated (Hutchings & Bywater, in preparation).
RationaleRationale
A recent pilot study (Hutchings & Bywater, in preparation) demonstrated that the IY parent programme is: acceptable to nursery workers reported to enhance their skills:
“The child I was working with would have temper tantrums and use swear words. I found that praising his good behaviour really helped decrease the tantrums and swearing”
“Getting down to the child’s level and giving them plenty of eye contact works well”
The programme now needs further evaluation to establish its effectiveness
A recent pilot study (Hutchings & Bywater, in preparation) demonstrated that the IY parent programme is: acceptable to nursery workers reported to enhance their skills:
“The child I was working with would have temper tantrums and use swear words. I found that praising his good behaviour really helped decrease the tantrums and swearing”
“Getting down to the child’s level and giving them plenty of eye contact works well”
The programme now needs further evaluation to establish its effectiveness
Specific AimsSpecific Aims
1. Report on levels of difficulties being experienced by children in high risk areas
2. Investigate relationships between parent & teacher report of children’s behaviour
3. Explore the efficacy of the IY parenting programme on:a) children’s behaviour in the nursery settingsb) Levels of stress reported by nursery workersc) Sense of competence in behaviour management
techniques
1. Report on levels of difficulties being experienced by children in high risk areas
2. Investigate relationships between parent & teacher report of children’s behaviour
3. Explore the efficacy of the IY parenting programme on:a) children’s behaviour in the nursery settingsb) Levels of stress reported by nursery workersc) Sense of competence in behaviour management
techniques
Assessment BatteryAssessment Battery
Parents Consent for nursery staff
to provide research team with reports of their child’s conduct
Eyberg Child Behaviour Inventory (Eyberg & Robinson, 1978)
Parent Strengths and Difficulties Questionnaire
(Goodman, 1997)
Parents Consent for nursery staff
to provide research team with reports of their child’s conduct
Eyberg Child Behaviour Inventory (Eyberg & Robinson, 1978)
Parent Strengths and Difficulties Questionnaire
(Goodman, 1997)
Nursery Staff Index of Teaching Stress
(Greene, Abidin, & Kmetz, 1997)
Teacher Strengths and Difficulties Questionnaire (Goodman, 1997)
Parental Sense of Competence (Johnstone & Mash, 1989) - adapted for use with nursery staff
Nursery Staff Index of Teaching Stress
(Greene, Abidin, & Kmetz, 1997)
Teacher Strengths and Difficulties Questionnaire (Goodman, 1997)
Parental Sense of Competence (Johnstone & Mash, 1989) - adapted for use with nursery staff
DesignDesign
Measures collected for children of all consenting parents at BASELINE
TODDLER programme delivered to participating Nurseries - 12x two-hour sessions
FOLLOW-UP measures collected 4 months after baseline
Measures collected for children of all consenting parents at BASELINE
TODDLER programme delivered to participating Nurseries - 12x two-hour sessions
FOLLOW-UP measures collected 4 months after baseline
SampleSample
Recruited 2 Flying Start Nurseries in Gwynedd
Participants: Recruited 13 nursery workers & 35 children under
their care; 17 boys & 18 girls, aged between 25 and 47 months (M = 33 months).
Approximately 1 nursery carer for every 3-5 children
Recruited 2 Flying Start Nurseries in Gwynedd
Participants: Recruited 13 nursery workers & 35 children under
their care; 17 boys & 18 girls, aged between 25 and 47 months (M = 33 months).
Approximately 1 nursery carer for every 3-5 children
Snapshot of Nursery School ChildrenSnapshot of Nursery School Children
Sample reported above clinical cut-off Baseline
% above clinical cut-off Follow up
TSDQ Total Difficulties (>17)
25.7% 11%
PSDQ Total Difficulties (>17)
12% 9%
Nursery Staff Sense of Competence (NSOC)Nursery Staff Sense of Competence (NSOC)
Significant increase in Competence.
Significant increase in Satisfaction.
Increase in Efficacy.
Significant increase in Competence.
Significant increase in Satisfaction.
Increase in Efficacy.
Total CompetenceTotal Competence
59.73
64.36
57
58
59
60
61
62
63
64
65
Total Competence
Subscale
Total Mean Score
Baseline
Follow Up
Total Satisfaction & EfficacyTotal Satisfaction & Efficacy
23.91
30.36
31.7332.64
0
5
10
15
20
25
30
35
Total Satisfaction Total Efficacy
Category
Mean Score
Baseline
Follow Up
Index of Teacher StressIndex of Teacher Stress
Significant improvements across ALL 12 subscales Three main domain scores and total stress
significantly reduced to below p =.001 level. Significant reduction of
Stress related to Student temperamentDistress related to self-expectation in relation to
student.Total Stress
Significant improvements across ALL 12 subscales Three main domain scores and total stress
significantly reduced to below p =.001 level. Significant reduction of
Stress related to Student temperamentDistress related to self-expectation in relation to
student.Total Stress
ITS GraphITS Graph
49.89
55.86
135
38
45.43
104.4
0
20
40
60
80
100
120
140
160
Student Characteristics Teacher Charcteristics Total Stress
Category
Mean Score
Baseline
Follow Up
Teacher Rated Strengths & DifficultiesTeacher Rated Strengths & Difficulties
Improvement across ALL subscales Significant increase in:
Pro-social behaviour A non-significant decrease in:
Emotional problems Significant decrease in:
Conduct problems
Hyperactivity problems
Peer problems
Overall difficulties
Improvement across ALL subscales Significant increase in:
Pro-social behaviour A non-significant decrease in:
Emotional problems Significant decrease in:
Conduct problems
Hyperactivity problems
Peer problems
Overall difficulties
TSDQ GraphTSDQ Graph
2.09
2.63
4.57
2.11
6.11
11.4
1.631.83
3.51
1.46
7.54
8.74
0
2
4
6
8
10
12
Emotion Conduct Hyperactivity Peers Prosocial Total Difficulties
Subscale
Mean Score
Baseline
Follow Up
Relationships Between Parent & Teacher ReportsRelationships Between Parent & Teacher Reports
No significant change of child behaviour was found using the parent-reported ECBI or PSDQ.
Few significant correlations between parent & teacher reports of child behaviour at baseline & follow up.
No significant change of child behaviour was found using the parent-reported ECBI or PSDQ.
Few significant correlations between parent & teacher reports of child behaviour at baseline & follow up.
Parent & Teacher SDQ - HyperactivityParent & Teacher SDQ - Hyperactivity
3.87
4
4.57
3.51
3
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
4.8
Baseline Follow Up
Time
Total Mean Score
Parent
Teacher
Parent & Teacher SDQ - Total DifficultiesParent & Teacher SDQ - Total Difficulties
9.73
10.47
11.4
8.74
8
8.5
9
9.5
10
10.5
11
11.5
12
Baseline Follow Up
Time
Total Mean Score
Parent
Teacher
Feedback from the programme...Feedback from the programme...What was helpful?• Group discussions
• Group support networks
• Sharing information
• Learning new skills
• Videos to relate too
• Role play
What was helpful?• Group discussions
• Group support networks
• Sharing information
• Learning new skills
• Videos to relate too
• Role play
What did you like most?
• “I enjoyed all of the course - very good. The tutor was excellent!!!”
• Learning new skills• Group support networks
What did you like most?
• “I enjoyed all of the course - very good. The tutor was excellent!!!”
• Learning new skills• Group support networks
Changing Attitudes & Enhancing SkillsChanging Attitudes & Enhancing Skills
“Since doing this Incredible Years course I have seen a small improvement in Sam. I think it is because I have learnt a lot about praise, tangible rewards and just doing things differently. Sam can concentrate for longer now.”
“Child directed play...opens doors to all the other things like a chance to give descriptive commentary, praise and encouragement. You have fun with the child instead of just observing and noticing when the child behaves inappropriately.”
“Since doing this Incredible Years course I have seen a small improvement in Sam. I think it is because I have learnt a lot about praise, tangible rewards and just doing things differently. Sam can concentrate for longer now.”
“Child directed play...opens doors to all the other things like a chance to give descriptive commentary, praise and encouragement. You have fun with the child instead of just observing and noticing when the child behaves inappropriately.”
ConclusionsConclusions
The IY toddler programme delivered to nursery staff is successful in decreasing disruptive behaviour in the nursery environment.
It increases competence and confidence in nursery workers. It decreases stress and frustration in nursery workers. It improves key working relationships between nursery workers
and children. It does not change parent reports of child behaviour There are inconsistencies between parent & teacher reports of
child behaviour
The IY toddler programme delivered to nursery staff is successful in decreasing disruptive behaviour in the nursery environment.
It increases competence and confidence in nursery workers. It decreases stress and frustration in nursery workers. It improves key working relationships between nursery workers
and children. It does not change parent reports of child behaviour There are inconsistencies between parent & teacher reports of
child behaviour
Thank you for listening Thank you for listening
For more information please contact:Dr. Tracey [email protected] Karen [email protected] [email protected]: (01248) 382651Website: www.incredibleyearswales.co.ukhttp://incredible-years-wales-research.bangor.ac.uk
For more information please contact:Dr. Tracey [email protected] Karen [email protected] [email protected]: (01248) 382651Website: www.incredibleyearswales.co.ukhttp://incredible-years-wales-research.bangor.ac.uk
