Hutchings, J., Pye, K.L., Bywater, T., & Williams, M.E. (2019). A Feasibility Evaluation of the Incredible Years® School Readiness Parenting Programme. Psychosocial Intervention.
https://doi.org/10.5093/pi2020a2
Abstract
Parental involvement in their children’s education, including activities undertaken by parents at home and through strong links with their children’s schools, contributes to children’s academic attainment..
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Incredible Years: Teachers
A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools
Leckey, Y., Hyland, L., Hickey, G., Lodge, A., Kelly, P., Bywater, T., Comiskey, C., Donnelly, M., & McGilloway, S. (2016). A mixed methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools. Irish Educational Studies, 35:1, 35-55.
DOI: 10.1080/03323315.2016.1147974
Abstract
Inappropriate, aggressive and.
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Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program
Bayrak, U.H. & Akman, B. (2018). Adaptation of the "Incredible Years Child Training Program" and investigation of the effectiveness of the program. Educational Sciences: Theory and Practice, 18 (2), 397-425.
DOI 10.12738/estp.2018.2.0259
Abstract
The purpose of this research is to examine the effect of the “Incredible Years (IY) Child Training Program” on behavioral.
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Building Social and Emotional Competence in School Children: A Randomised Controlled Trial
Williams, M. E., Bywater, T., Lane, E., Williams, N. C., & Hutchings, J. (2019). Building social and emotional competence in school children: A randomised controlled trial. Psychology, 10, 107-121.
doi:10.4236/psych.2019.102009
Abstract
Background: This randomised controlled trial took place in primary schools where teachers were already trained in the Incredible Years (IY) teacher.
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Change in teacher–student relationships and parent involvement after implementation of the Incredible Years® Teacher Classroom Management programme in a regular Norwegian school setting
Aasheim, M., Drugli, M.B., Reedtz, C., Handegård, B.H., Martinussen, M. (2018). Change in teacher–student relationships and parent involvement after implementation of the Incredible Years® Teacher Classroom Management programme in a regular Norwegian school setting. British Educational Research Journal, 44(6), 1064–1083.
DOI: 10.1002/berj.3479
Abstract
This quasi-experimental pre–post comparison group design examined if the.
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Classroom Social Skills Dinosaur Program – Strengthening Social and Emotional Competence in Young Children – The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem Solving Curriculum.
The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and Problem Solving Child Training program, which teaches skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and how to be successful at school. The program was first evaluated as a small group treatment program for young children who were diagnosed with Oppositional Defiant and Conduct Disorders. More recently the program has been adapted for use by preschool and elementary teachers as a prevention curriculum designed to increase the social, emotional, and academic competence, and decrease problem behaviors of all children in the classroom. The content, methods, and teaching processes of this classroom curriculum are discussed.
Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties
LaForett, D. R., Murray, D. W., Reed, J. J., Kurian, J., Mills-Brantley, R. and Webster-Stratton, C. (2019). Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties. Evidence-Based Practice in Child and Adolescent Mental Health.
https://doi.org/10.1080/23794925.2019.1631723
Abstract
The purpose of this paper is to describe the implementation.
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Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial
Sebastian, J., Herman, K.C., & Reinke, W.M. (2019). Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial. Journal of School Psychology 72. 134-149.
https://doi.org/10.1016/j.jsp.2018.12.008
Abstract
Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to.
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Does the Incredible Years® Teacher Classroom Management programme improve child–teacher relationships in childcare centres? A 1‑year universal intervention in a Norwegian community sample
Tveit, H.H., Drugli, M.B., Fossum, S., Handegård, B.H., Stenseng, F. (2019). Does the Incredible Years® Teacher Classroom Management programme improve child-teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample. European Child and Adolscent Psychiatry Published Online: 08 August 2019
https://doi.org/10.1007/s00787-019-01387-5
Abstract
The Incredible Years® Teacher Classroom Management.
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Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families
Gaspar, M.F., Patras, J., Hutchings, J.. Homem, T., Azevedo, A.F., Pimentel, M., Baptista, E., Major, S., Vale, V., Sebra-Santos, M. . (2022). Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families. Early Education.
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Effects of a Universal Classroom Management Teacher Training Program on Elementary Children With Aggressive Behaviors
Chuang, C-C., Reinke, W.M., & Herman, K.C. (2020). Effects of a Universal Classroom Management Teacher Training Program on Elementary Children With Aggressive Behaviors. School Psychology. Advance online publication. http://dx.doi.org/10.1037/spq000035
Abstract
The purpose of this study was to examine the treatment effects of the Incredible Years Teacher Classroom Management (IY TCM), a.
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Evaluation of the Incredible Years® Teacher Classroom Management Program in a Regular Norwegian School Setting
Aasheim, M., Reedtz, C., Handegård, B.H., Martinussen, M., Mørch, W.T. (2018). Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting. Scandinavian Journal of Educational Research Journal, 63(6), 899-912.
https://doi.org/10.1080/00313831.2018.1466357
Abstract
This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention.
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Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis
Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey, C., Lodge, A., Donnelly, M., O’Neill, D. (2015). Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis. Journal of Early Childhood Research,.
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Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes
Y. Kennedy, N. Flynn, E. O’Brien & G. Greene (2021). Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes. Educational Psychology in Practice, 37(2), 150-168.
DOI: 10.1080/02667363.2021.1882944
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Abstract
Teacher wellbeing is an important prerequisite for promoting student wellbeing, yet there is limited research exploring the potentiality of.
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Fostering Social and Emotional Competence: Implementing Dina Dinosaur?s Social Skills and Problem Solving Curriculum in Inclusive Early Childhood Programs
Christopher is a very active, outspoken 4 year old. He frequently engages in aggressive behavior and verbal outbursts, and to outside observers he looks angry most of the time…
This article describes an evidence-based intervention that was designed to increase children?s social and emotional competence, decrease problem behaviors, and increase academic competence. The Incredible Years Dinosaur School Social Skills and Problem Solving curriculum (Webster- Stratton, 1990, Webster-Stratton & Reid, 2003) has been shown in two randomized control group trials to decrease aggression and promote social skills in young children (Webster-Stratton & Hammond, 1997; Webster-Stratton, Reid & Hammond, 2001b). Originally designed as a small group treatment for children diagnosed with Oppositional Defiant Disorder or Conduct Disorder, a revention/intervention classroom-based version of this curriculum has recently been evaluated for all children (ages 3-8 years) targeting high-risk populations. Findings from a randomized, control group intervention study in 160 classrooms (including Head Start and kindergarten classes) with 1746 children indicated that classrooms who offered the Dinosaur School program had teachers who were significantly more nurturing and consistent with discipline, focused more on promoting social and emotional behaviors and were less harsh and critical in their interactions with children. Compared with control classrooms, children in intervention classrooms where the Dinosaur Curriculum was delivered were more cooperative with teachers and peers, were observed to do more problem solving and had higher cognitive and school readiness scores (Webster-Stratton & Reid, 2006). Additionally, a pilot study was conducted investigating the effectiveness of this intervention for use with children with special needs, including Autism Spectrum Disorders. Results included increasing the receptive and expressive feeling word vocabulary, increasing appropriate and prosocial responses to interpersonal problem situations, as well as increasing engagement during large group circle times (Joseph & Strain, 2004).
How the Incredible Years (IY) Child Dinosaur Social, Emotional and Problem Solving Curriculum Prepares Children to Cope with Trauma
Year: 2017
Bibliography: Webster-Stratton, C. (2017). How the Incredible Years (IY) Child Dinosaur Social, Emotional and Problem Solving Curriculum Prepares Children to Cope with Trauma. (unpublished report). Incredible Years, Inc., Seattle, WA.
Abstract
In this article we will briefly describe the Incredible Years Dina Dinosaur’s Social, Emotional, Academic and.Impact of Incredible Years® on teacher perceptions of parent involvement: A latent transition analysis
Thompson, A.M., Herman, K.C., Stormont, M., Reinke, W.M., & Webster-Stratton, C. (2017). Impact of Incredible Years® on teacher perceptions of parent involvement: A latent transition analysis. Journal of School Psychology 62, 51-65.
https://doi.org/10.1016/j.jsp.2017.03.003
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Abstract
The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on.
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Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial
Herman, K.C., & Reinke, W.M. (2017). Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial. School Psychology Quarterly 32(1), 89-104.
http://dx.doi.org/10.1037/spq0000169
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Abstract
For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term.
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Incredible Years Time Out Works Because of Quality of Time In
Year: 2016
Bibliography: Webster-Stratton, C.. 2016. Incredible Years Time Out Works Because of Quality of Time In. Incredible Years, Inc., Seattle, WA.
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The use of Time Out as a self-regulation calm down strategy for children between the ages of 3 and 9 years old is part of a.Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school
Murray, D.W., Rabiner, D.L., Kuhn, L., Pan, Y., Sabet, R.F. (2017). Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school. Journal of School Psychology. Advance online publication. https://doi.org/10.1016/j.jsp.2017.10.004
Abstract
The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management.
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Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management program
Year: 2018
Bibliography: Nye, E, Melendez-Torres, G.J., & Gardner, F. (2018). Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management program. Review of Education (in press).
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Abstract
Children’s early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) program trains.
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Promoting Mental Health in Disadvantaged Preschoolers: A Cluster Randomized Controlled Trial of Teacher Training Effects
Year: 2018
Bibliography: Sebra-Santos, M.J., Gaspar, M.F., Major, S.O., Patras, J., Azevedo, A.F., Homem, T.C., Pimentel, M., Baptista, E., Klest, S., Vale, V.. (14 August 2018). Promoting Mental Health in Disadvantaged Preschoolers: A Cluster Randomized Controlled Trial of Teacher Training Effects. Journal of Child and Family Studies.
DOI: 10.1007/s10826-018-1208-z.
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Abstract
The literature provides solid.
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Sustained CPD as an effective approach in the delivery of the Incredible Years Teacher Classroom Management programme
Nicole Davey & Margaret Egan (2021). Sustained CPD as an effective approach in the delivery of the Incredible Years Teacher Classroom Management programme.
Educational Psychology in Practice, 37(2), 169-186,
DOI: 10.1080/02667363.2021.1886910
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Abstract
The Incredible Years Teacher Classroom Management (IYTCM) programme aims to equip teachers with the strategies and skills necessary to promote socio-emotional.
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Taking the Incredible Years Child and Teacher Programmes to scale in Wales
Year: 2017 (in press)
Bibliography: Hutchings, J. & Williams, M.E. (2017 in press). Taking the Incredible Years Child and Teacher Programmes to scale in Wales. Childhood Education, in press.
The content and international evidence for the Incredible Years programmes for children and teachers are described. This is followed by a description.
Teacher perceptions of change through participation int he Incredible Years Teacher Classroom Management Programme
Kennedy, Y., (2016). Teacher perceptions of change through participation int he Incredible Years Teacher Classroom Management Programme (Unpublished doctoral dissertation). University College London.
An understanding of the process of teacher change is necessary to explain the outcomes of professional development and to identify under what conditions, how and why change may or.
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Teaching Children to Problem-Solve through Puppet Play Interactions
Webster-Stratton, C., Reid, J.M. (2018). Teaching Children to Problem-Solve through Puppet Play Interactions. In A.A. Drewes and C.E. Schaefer (Eds.), Puppets in Play Therapy: A Practical Guidebook (pp. 130-142). New York: Routledge.
Abstract
In this chapter, we will focus on how we use puppets in the Incredible Years Dinosaur Program to teach.
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The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial
Ford, T., Hayes, R., Byford, S., Edwards, V., Fletcher, M., Logan, S., Norwich, B., Pritchard, W., Allen, K., Allwood, M., Ganguli, P., Grimes, K., Hansford, L., Longdon, B., Norman, S., Price, A., & Ukoumunne, O. (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in.
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The Incredible Years ‘Dinosaur school’ programme: An interpretative phenomenological analysis of children’s experiences
Houlihan, T.M. (2013). The Incredible Years 'Dinosaur school' programme: An interpretative phenomenological analysis of children's experiences (Unpublished doctoral dissertation). University of Limerick, Ireland.
Abstract
The Incredible Years (IY) programme is an evidence-based preventative and early intervention programme designed to reduce behavioural problems and promote social and emotional competencies in children. There.
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The Incredible Years Classroom Management Teacher Training Program: Content, Methods, and Process
The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
Reinke, W.M., Herman, K.C., & Dong, N. (2018). The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial. Prevention Science, 19, 1043-1054.
https://doi.org/10.1007/s11121-018-0932-3
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Abstract
This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample.
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The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort
Fossum, S., Handegard, B.H., & Drugli, M.B., (2017). The Incredible Years Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort. Journal of Child and Family Studies, 26(8), 2215-2223.
doi: https://doi.org/10.1007/s1082
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Abstract
The purpose of this study was to identify preventive effects of the Incredible Years.Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference?
Seabra-Santos, M., Major, S., Patras, J., Pereira, M., Pimentel, M., Baptista, E., Cruz, F., Santos, M., Homem, T., Azevedo, A.F., & Gaspar, M.F. (2021). Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference? Early Childhood Educ J (online 30 July.
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