The Incredible Years Programs Preventing and Treating Conduct Problems in Young Children (ages 2-8 years)

Prevalence of Young Children with Emotional and Behavioral Problems ● 46% of kindergarten teachers reported half their students lacked self-regulatory skills to function productively in kindergarten

Trajectories of Physical Aggression Reproduced with permission from Tremblay et al (2003)

Why Improve Social and Emotional Health in Young Children? Children with emotional and behavioral difficulties (aggression) are at high risk for underachievement, school drop out, delinquency, violence and substance abuse.

Child Biological Risk Factors for Conduct Problems ● Hyperactivity/attention & impulsivity problems ● Social skills, problem-solving deficits ● Academic/learning/language delays ● Negative emotionality

Family & Environmental Risk Factors for Conduct Problems ● Parent personal and interpersonal problems (depression, marital discord) ● Family history of criminal behavior, substance abuse ● Family Disruption (adoption, foster care, divorce) ● Inconsistent, harsh, or neglecting parenting skills ● Low parental school involvement ● High levels of stressors--poverty

School Risk Factors Related to Emotional and Behavioral Difficulties Ineffective classroom management Poor home-school connections High student-teacher ratio High overall levels of classroom aggression Peer rejection Low emphasis on instruction in social and emotional skills

The Earlier the Intervention the Better Early intervention has a greater chance of preventing later academic and social problems because it prevents the cascading of cumulating risk factors At early ages (3-8 years) behavior is more malleable Treatment in adolescence is more difficult and more costly

Teacher Program ADVANCE Parent Program Child Dinosaur Program: Classroom BASIC Parent Program ACADEMIC Parent Program Child Dinosaur Program: Treatment The Incredible Years Training Series Ages 2-8 years

The Incredible Years Parenting Program Methods Group Format Empirically validated Weekly Sessions Two-hour sessions Usually led by two therapists Prevention and treatment models Support for effectiveness with culturally diverse populations Three-day leader training Consultation recommended The Incredible Years Training Series3/00

The Incredible Years Parenting Program Methods Focus on cognitive, behavior, & affect Developmentally based Emphasis on therapeutic relationship: “collaborative process” Coping (vs. Mastery model) Videotaped modeling Role play & rehearsal Home assignments Group support The Incredible Years Training Series3/00

Incredible Years Parent Program (BASIC & ADVANCE) How to play with your child The art of effective praising Motivating children through rewards Effective limit setting Handling misbehavior Adult Communication Skills Problem-solving For Parents Problem-solving with Children The Incredible Years Training Series3/00

Measuring Effectiveness Randomized control designs Independent observations at home and at school Parent report Teacher report Peer observations Child testing

Incredible Years Parent Program Effectiveness for Children with Conduct Problems 7 Randomized Control Group Evaluations by Developer 6 Replications by independent researchers Increases in positive parenting Decreases in harsh discipline Increases in family communication & problem solving Reductions in parental stress & depression Reductions in conduct problems Increases in child cooperation & positive affect The Incredible Years Training Series3/00

Incredible Years Parent Program Effectiveness as Prevention 4 randomized control group evaluations by developer 5 replications by independent researchers Increases in positive parenting Decreases in harsh discipline Increases in parent involvement in school Reductions in conduct problems for children in the clinical range The Incredible Years Training Series3/00

Incredible Years The Incredible Years Training Series3/00 For information on research, training, and program content: