Studies Completed
During this time a number of important studies have been completed and published. Some interventions were delivered in an online format due to Covid.
• Xiang Zhou, Ph.D. and his team at Purdue University in Minnesota published their outcome of delivering the Attentive Parenting Program to a culturally diverse sample. Results indicated significant decreases in conduct problems and increased prosocial behaviors in the children. Read: Evaluating the Feasibility of the Incredible Years Attentive Parenting Program as Universal Prevention for Racially Diverse Populations
• In New Zealand, the Ministry of Education in partnership with the University of Canterbury reported their positive outcomes with the IY Parent and Teacher Autism programs. The impacts these parents and teachers reported look awesome. Read: Incredible Years Autism - Parent and Teacher Training Programme Evaluation
• Fatima Valencia at Gregorio Maranon University in Spain completed her doctorate thesis evaluating the Autism Parenting Program with a randomized control group design in 3 hospitals. (N=72) Some of this intervention was delivered in weekly online sessions and in some cases in a hybrid approach. Hope you will take a look at these positive outcomes. Read: Protocol for a randomized pilot study (FIRST STEPS): implementation of the Incredible Years-ASLD® program in Spanish children with autism
• Psychologists from the Irish National Educational Psychological Service (NEPS) evaluated and published 2 papers regarding the implementation of the IY Teacher Classroom Management Program with 368 primary school teachers. Their findings suggest benefits to teachers’ wellbeing and their feelings of self-efficacy following TCM training. One of the authors is our TCM mentor Eadaoin O’Brien. Read: Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes and: Sustained CPD as an effective approach in the delivery of the Incredible Years Teacher Classroom Management programme
• Piia Karajalainen in Finland has completed and published several randomized control group studies combining the group-based IY Basic Parenting Program PLUS the Home Coaching Program with families referred from the Finnish CPS service to prevent neglect and abuse. These are important studies for those using the IY Basic program with high-risk families. Read: Group-based parenting program to improve parenting and children’s behavioral problems in families using special services: A randomized controlled trial in a real-life setting and: Parents’ perceptions of a group-based parenting programme in families with child protection and other family support services in a real-life setting
• Victoria Muschietti-Piana in London, England, completed her dissertation on how the Autism Parenting Program promoted self-efficacy in the parents. Read: Changes in Parental Self-Efficacy Following Autism Spectrum Disorder & Language Delay Incredible Years® Parenting Program
• The Changing Lives Initiative, a cross-border project in Ireland, Northern Ireland, and Scotland, recently released the outcomes results of their project, evaluating the IY Basic Parenting Program (20 sessions) for children with ADHD (3-7 years) and delivered through 5 different organizations (Archways, Dundalk Institute of Technology, Genesis Program, Colin Neighbourhood Partnership and NHS Highland). Some of this intervention was delivered on-line. Pre-post evaluations showed parent reports of improved disciplinary practices, less stress and improvement in children’s concentration, attention levels, distractibility and behavior problems. Follow-up data was also collected. Our Ireland mentor Sean McDonnell was instrumental in this study and one of the authors of the report. Read: The Changing Lives Initiative: An Early Intervention Approach to ADHD Final report on Outcomes, Process and Economic Evaluations
• IY mentor Maria Seabra-Santos and her team in Portugal published their report evaluating the effect of Teacher Classroom Management Program training for preschool teachers and the impact of this training for socio-economically disadvantaged children’s transition to primary school. Compared with a control group of children whose teachers did not get the TCM training, the intervention children showed significantly higher socials skills, school adaptation and school achievement. Moreover, they had parents more involved in their child’s education. Read: Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference?
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