1. 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

2. Overview Background Rationale Evaluation Aims Sample Results
Conclusions

3. Background 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

4. Background
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).

5. Rationale
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

6. Specific Aims
Report on levels of difficulties being experienced by children in high risk areas
Investigate relationships between parent & teacher report of children’s behaviour
Explore the efficacy of the IY parenting programme on:
children’s behaviour in the nursery settings
Levels of stress reported by nursery workers
Sense of competence in behaviour management techniques

7. Assessment Battery Parents Nursery Staff
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

8. Design
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

9. Sample 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

10. Snapshot 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%

11. Nursery Staff Sense of Competence (NSOC)
Significant increase in Competence.
Significant increase in Satisfaction.
Increase in Efficacy.

12. Total Competence

13. Total Satisfaction & Efficacy

14. Index 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 temperament
Distress related to self-expectation in relation to student.
Total Stress

15. ITS Graph

16. Teacher 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

17. TSDQ Graph

18. Relationships 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.

19. Parent & Teacher SDQ - Hyperactivity

20. Parent & Teacher SDQ - Total Difficulties

21. Feedback from the programme...
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

22. Changing 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.”

23. Conclusions
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

24. Thank you for listening
For more information please contact:
Dr. Tracey Bywater
Dr Karen Jones
Nicole Gridley
Tel: (01248)
Website: