Transcript No Slide Title

Group Social Skills Training: Implementing the Incredible Years Curriculum
Kristin D. Anderson, Psy.D., NCSP¹, Thomas K. Pedigo, Ed.D., NCSP¹,
Vann B. Scott, Jr., Ph.D.² & Bonnie L. Craven, M.A., LAPC¹
1- Savannah Child Study Center, 2- Armstrong Atlantic State University
Abstract
Results
The purpose of this poster session is to outline implementation of an evidence-based social
skills curriculum in a clinic setting with children ages 4 to 9. Results of the outcome measure
completed by parents who participated in the curriculum with their child/children were
collected before and after implementation of the program . Results were analyzed to
determine if child participants made significant improvement in social competence.
A significant improvement in SI scores (Pre-program M = 86.95, SD = 10.18 vs. Post-program M =
98.37, SD = 11.87) was observed following implementation of the Incredible Years Program, t (18) =
4.90, p = .001. Additionally, each of the BERS-2 sub-scales scores demonstrated a significant
improvement following implementation of the Incredible Years Program, with the exception of AS
(see Table 1).
Background
Table 1. BERS-2 sub-scale mean scaled scores following Incredible Years Program.
The Incredible Years small group children’s training series is a comprehensive video-based
curriculum for groups of children with behavior problems (Webster-Stratton, 2004). The
curriculum is designed for weekly meetings over 18 to 20 weeks. In addition to videos, group
methods include puppets, coaching and reinforcement, and role-plays. These techniques are
used to train children in the following skill areas: emotional literacy, empathy and perspective
taking, communication, problem-solving, anger management and appropriate school
behaviors (Webster-Stratton). In addition to the child training program, the Incredible Years
offers a basic parent training series involving group discussion, video vignettes and weekly
homework assignments. The focus the parent program is on the following areas: interactive
play and reinforcement, nonviolent discipline including time out and planned ignoring, logical
and natural consequences, and problem-solving (Webster-Stratton).
The Incredible Years treatment program has demonstrated both short- and long-term
effectiveness for clinic-referred children with conduct problems across two randomized
control group studies (Webster-Stratton & Hammond, 1997; Webster-Stratton, Reid, &
Hammond, 2001; Webster-Stratton, Reid, & Hammond, 2004). In particular, results revealed
that combining parent training with child training produced more significant improvement
across a range of outcome variables than either treatment condition alone (Webster-Stratton,
2004).
Method
BERS-2 Sub-scale
IS
FI
IaS
SF
AS
PRE-prog M (SD)
6.42 (1.80)
8.63 (1.95)
8.26 (2.79)
7.63 (2.38)
9.63 (1.89)
POST-prog M (SD)
8.74 (2.35)
10.37 (2.01)
9.68 (2.58)
9.68 (2.65)
10.42 (2.50)
t- test
5.12
3.90
2.57
6.08
1.22
df
18
18
18
18
18
p
< .001
< .005
< .05
< .001
= .24
Overall, internal consistency reliability estimates were acceptable to good across all sub-scales of
the BERS-2 across both pre and post measures with the one exception of Pre-AS scores (see Table
2).
Table 2. BERS-2 sub-scale internal consistency (Cronbach's alpha) reliability estimates.
BERS-2 Sub-scale
IS
FI
IaS
SF
AS
PRE-program
0.78
0.70
0.83
0.79
0.46
POST-program
0.89
0.78
0.79
0.83
0.69
Discussion
This study was conducted and data were gathered at the Savannah Child Study Center in
Savannah, GA. The group leaders were trained clinicians (one master’s and one doctoral
level) who implemented the parent and child programs according to guidelines provided in the
Incredible Years manuals. The child participants were referred to the clinic for behavioral and
emotional concerns. Each child participant completed a comprehensive assessment through
which it was determined that social skills training was a primary goal of intervention.
Participants were 13 males and 6 females aged 4 to 9 years (M = 6.63; SD = 1.61) who
carried diagnoses such as Attention-Deficit/Hyperactivity Disorder, Autism or Asperger’s
Disorder, Mood Disorders or Adjustment Disorders. Children and parents participated in the
curriculum on a weekly basis for 18 weeks during one-hour sessions. Outcome data was
collected using the Behavioral and Emotional Rating Scale - Second Edition (BERS-2;
Epstein, 2004). Ratings on the BERS-2 were collected at pre- and post-group timeframes.
The BERS-2 rating form for parents includes five scales assessing the following areas:
interpersonal strength (IS), family involvement (FI), intrapersonal strength (IaS), school
functioning (SF), and affective strength (AS). The BERS-2 also provides a strength index (SI).
Data were analyzed to determine outcome results utilizing a repeated measures t-test.
Results of this study provide evidence of the effectiveness of the Incredible Years program for a
sample of clinic-referred youth. Participants showed significant improvement in social competence
following completion of the curriculum. In addition, participants demonstrated significant progress
across nearly all areas assessed on the outcome measure including interpersonal strength (ability
to regulate emotions and behaviors in social situations), family involvement, intrapersonal strength
(self-concept), and school functioning, The single exception was affective strength (ability to accept
affection and express feelings), though the results trended in the expected direction. Furthermore,
results of the internal consistency analysis of the BERS-2 scale items indicates acceptable to good
reliability on all scales (at pre- and post) with the exception of the scale for affective strength.
There are several limitations of this study, most notably with project design. Due to the setting, the
researchers did not have a control group or alternate treatment group to compare clinical
participants. Therefore, results may not be generalized to the general population of clinic-referred
children ages 4 to 9. In addition, because parent and child training groups co-occurred we cannot
determine the independent impact of each training program on changes in behavior.
Poster presented at the Annual Convention of the National Association of School Psychologists: Chicago, IL (March 3, 2010)