Evidence-Based Family-School Interventions with Preschool ...
Evidence-Based Family-School Interventions with Preschool Children
What we know…
Model: The Incredible Years
Goals:
• Promote the social adjustment of high risk children (ages 2-10) in preschool and elementary up to grade three
• Provide interventions for children exhibiting the early onset of conduct problems
Description:
• Incredible Years Parent Training Programs are divided into three groups: BASIC, ADVANCE, and EDUCATION. All are designed to help parents strengthen parenting skills and become more involved in their children’s school activities
• Incredible Years offers a Teacher Training Program designed to strengthen classroom management skills, reduces
classroom aggression, and improves teachers’ ability to focus on students’ social, emotional, and academic competence
• In addition to the parent and teacher training series, Incredible Years offers a Child Training Program (Dina Dinosaur Social Skills) that promotes children’s social competence
Intervention Procedures:
• Parenting Groups—12 to 14 weekly 2-hour sessions for the BASIC series and 10 to 12 weekly 2-hour sessions for the ADVANCE and EDUCATION series
• Teacher Classroom Management Series—fourteen 2-hour sessions or 4-day intensive
• Dina Dinosaur Classroom—includes 60 lesson plans that can be delivered 1 to 3 times a week in 45-minute class periods (preschool and early school-age lesson plans available)
• Dina Dinosaur Small Group Therapy—18 to 22 weekly 2-hour sessions for children
• Each of the three curricula consists of videotapes, comprehensive facilitator manuals, books, take-home assignments, and refrigerator notes. It is recommended that all group participants (parents, teachers, children) have their own individual books
Methodological Rigor:
|Control-comparison group |Family attrition rate reported |
|Multiple assessment methods |Educationally significant effects reported |
|Reliable outcome measures |Instructional manual and training video available |
|Replication studies conducted |Sufficiently large N |
|Positive results obtained across settings and intervention agents |Measured increase in treatment effect reported for children receiving school |
| |and home interventions |
|Program components documented |Treatment integrity reported for home and school |
Results:
• Increases in parent use of effective limit-setting by replacing spanking and harsh discipline with non- violent discipline techniques and increased monitoring of children.
• Reductions in parental depression and increases in parental self-confidence
• Increases in children's positive affect and cooperation with teachers, positive interactions with peers, school readiness and engagement with school activities.
• Reductions in conduct problems at home and school.
Selected References:
PARTNERS website:
Webster-Stratton, C. (June, 2000). The Incredible Years Training Series. Juvenile Justice Bulletin. US Department of Justice.
Webster-Stratton, C. (1998). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302.
What we don’t know…
• Analysis of race and ethnicity moderators on effect
• Description of initial (pre-intervention) levels of parental behaviors
• Effects on younger siblings of anti-social youth
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