Transcript Evaluation of the IY Parenting Programme for families of

Evaluation of the Incredible Years
SCHOOL READINESS
Parenting Programme in North Wales
6th March 2013
Kirstie Pye, PhD Student
Background
 “School Readiness” – multi-dimensional concept
involving the child, home, and school
 More children arrive in school without social and selfregulatory skills
 Low academic achievement and poor relationships
 The IY School Readiness Programme was developed
to address risk factors associated with children’s lack
of academic readiness and poor home-school
connections
(Webster-Stratton, 2004)
The IY School Readiness
programme
 Universal programme delivered to parents through
schools
 Four weekly 2 hour sessions
 Discussion, brainstorming, role-play, video-clips, group
problem-solving, homework assignments
 Aims: 1. Improve children’s school readiness
2. Prevent conduct problems & underachievement
3. Enhance home-school links
The programme – 2 parts
PART 1: Child-directed play:
 Strengthening social, emotional, and cognitive skills
 Emotion coaching and problem-solving
 Encouraging language skills and creativity
PART 2: Interactive reading
 Encouraging social, emotional, academic and
problem solving skills
 Having fun with books and letting the child be the
storyteller
Reading with CARE
C
A
R
E
Commenting and describing
Asking open-ended questions
Responding with encouragement
Expanding on what the child says
Aims
To establish:
 A battery of effective measures to assess the
effectiveness of the programme
 The effectiveness of the new Programme
 Any difficulties or barriers in implementing the
programme
Sample and design
 10 schools in Gwynedd and Conwy, North Wales
 7 intervention and 3 waiting list control
 2 trained leaders per school (teachers, head-teachers,
classroom assistants, psychologists)
 46 parents recruited by schools
 Parents had a child aged 3-5 years (M age = 45 months)
 Data collected at baseline, 6 months, 12 months
Assessment Battery
Group leaders
Parents
 Focus group
 Demographics
 End of programme
 Play And Reading Observation
evaluation
Tool (Pye et al, in preparation)
 Weekly delivery
 Eyberg Child Behaviour Inventory
evaluations
(Eyberg & Robinson, 1978)
 Parent Strengths and Difficulties
Questionnaire (Goodman, 1997)
 Parental Sense of Competence
(Johnston & Mash, 1989)
Primary Outcome measure
Play And Reading Observation Tool (PAROT)
 30 minute direct observation of parent-child interactions at home
 15 minutes shared play and 15 minutes interactive reading
 Code the frequency of parent and child verbal behaviours
 Parent composite categories: descriptive comment, question,
encouragement/praise, reflection/expansion
 Child categories: positive response, negative response,
spontaneous vocalisation
 Total frequencies of parent and child vocalisations
Baseline characteristics
Results – question
Significant difference between intervention and control, d = 0.84
Results – open question
Significant difference between intervention and control, d = 0.85
Results – closed question
No significant difference between intervention and control
Results – encouragement/praise
Significant difference between intervention and control, d = 0.86
Results – parent verbalisations
Significant difference between intervention and control, d = 0.79
Results – child verbalisations
No significant difference between intervention and control, d= 0.61
Other Results
• No significant differences between intervention and control
for descriptive comment and reflection/expansion
• No significant differences between intervention and control
for SDQ total difficulties, ECBI intensity and PSOC total
score
Feedback
 How likely are you to run the programme again at
your school in the future? Very likely = 4 Likely = 3
 Schools and parents reported an improved homeschool relationship
 Schools said they felt more comfortable talking to the
parents and felt they were better heard by the
parents after the programme
 Some schools have already started to deliver the
programme again
 Opportunity for schools to co-deliver with nursery
staff in July before the children start school
Costs
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Room preparation time = 15/30/60 mins
Session preparation time = 30/60/90 mins
Group time = 2 hours
Catch-up sessions = 0/30/60 mins
Telephone calls = 20/30 mins
Supervision = 2 hours
Costs
 Supply cover for teacher (£80 - £300 per week)
 Refreshments etc. (£4 per week)
Feedback from the parents...
Enjoyed the sessions
and would of liked more,
4 doesn’t seem enough.
I encourage the school to provide
this short course to all parents of
pre-school children. Was very
helpful and informative, all parents
would benefit.
Sharing stories
has given me
ideas of what
we can do.
Feedback from the parents...
Feel much more positive
about myself and my
children due to the CARE
side of the sessions
Week 1: Scary to start with, afraid that I’d
come across as daft, or say something
stupid….Got a lot out of the sessions
Week 4: Thank you, I have gained
confidence, knowledge, hopefully will
carry forward into the future
Sad that this is the end
of the course. Enjoyed
the time. Feel that my
boys have had lots of
“happy” times…
Thanks for listening!
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