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Evaluating the Incredible Years School Readiness
Parenting Programme
Supervised byDr Tracey Bywater
Incredible Years WalesSchool of Psychology
Kirstie Cooper
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Presentation Content
• What is “school readiness”?• The School Readiness Programme• The evaluation• Aims• Method• Progress to date
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What is ‘School Readiness’?
• No concrete definition
• Preacademic knowledge e.g. numbers, letters, colours predict school readiness. (Forget-Dubois et al., 2007, Lemelin et al., 2007)
• Cognitive skills, such as executive functions and memory, are better predictors of school readiness (Blair, 2006)
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Multi-dimensional construct:
– Children’s engagement in learning
– Emotion regulation
– Communication and language skills
– Social competence
– Pre-literacy skills
– Physical well-being
– Academic knowledge and cognition
What is ‘School Readiness’?
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The IY School ReadinessProgramme
• More children arrive in school without social and self-regulatory 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)
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6
6
Teacher Programme
6 full day sessions held monthly
Child Dinosaur treatment18 – 22 sessions6 children
Child Dinosaur Classroom 2 sessions per wk30 weeks
Fully revised ADVANCED 9 sessions helping adults communicate & problem solve
Fully revised School Aged BASIC12 sessions 6 - 12 years
Fully revised Pre-School BASIC 18 sessions 3 - 6 years
School Readiness4 sessions 2 - 5 years
Infant 8 sessions 0 - 12 monthsToddler 13 sessions 1 - 2 years
The Incredible Years Programmes
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• 4 sessions delivered to parents through schools
• Designed to help parents with their child’s transition to full-time school
• Universal programme
• The ultimate aims are to:
1. Improve children’s school readiness
2. Prevent conduct problems and academic underachievement
3. Enhance home-school links
The School Readiness Programme
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Child-directed play: Strengthening children’s
social, emotional, and cognitive skills
Emotion coaching to build emotional expression
Building children’s self-esteem and creativity
Teaching children to problem-solve
Building children’s language skills
Part 1
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Part 2
Encouraging social, emotional, academic and
problem solving skills through interactive reading
Building children’s self-esteem and self-confidence
in their reading ability
Having fun with books
Letting the child be the storyteller
Using the Reading With CARE building blocks
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Commenting and describing
Asking open-ended questions
Responding with encouragement
Expanding on what the child says
Reading with CARE building blocks
CARE
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• The IY Basic Parent & TCM Programmes have been successfully delivered and researched across Wales
• These programmes do not specifically address the dimensions of school readiness
• The IY School Readiness Programme has never been researched
The evaluation
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To establish:
A battery of effective measures to assess children’s school readiness
The effectiveness of the new Programme in improving children’s school readiness
Any difficulties or barriers in implementing the programme
Aims
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1. Does the programme benefit all children and parents?
2. For which children and families is the intervention most effective?
3. What are the environmental/contextual circumstances that improve the likelihood of success?
4. When is the best time to run the programme?
Research Questions
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Phase 15 schools in Gwynedd (4 intervention, 1 control*)
Schools recommended by Gwynedd Education
Recruited 26 parents
Phase 27 schools in Gwynedd (5 intervention, 2 control*)
Currently recruiting parents Aim 46 parents
*Waiting-list control
Method (i) Participants
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Inclusion criteria for recruiting parents:
• Parent has child aged 3 - 4 starting nursery class in Sept 2010
• The parent targeted must be the primary caregiver
• Parents able to attend parenting programme for 4 weeks (2 hrs / week)
• Parent agree to be visited by research team and complete measures
Method (i) Participants
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• Pre-test Post-test Nonequivalent Group design
• Intervention and control groups compared
• Groups assigned by cluster on a ‘first come first serve’ basis rather than by randomisation
• First 4 schools to sign up allocated to intervention
• Cross-over design, control become intervention
Method (ii) Design
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Two members of staff at each school trained to deliver the programme (1 full day training)
Recruitment of parents:• Participating schools give posters / info sheets to all
families of 3 - 4 year old nursery class children
• Parents invited to attend the course and participate in the evaluation
• A researcher to conduct an initial home visit
Method (iii) Procedure
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Method (iii) Procedure
Programme delivery: Phase 1 Phase 2
Intervention schools Sept 2010 March 2011
Control schools March 2011 Sept 2011
• 2 hours per week for 4 weeks
• 2 school staff to run the programme while children are in class
• Group leaders receive weekly supervision
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Data Collection: Home visits to families
Phase 1 Phase 2
Baseline visit Aug/Sept 2010 Feb 2011
Follow-up 1 Jan/Feb 2011 June 2011
Follow-up 2 May/Jun 2011October 2011
• 1 hour: Semi-structured interviews, questionnaires, direct observation
• Family given a book for their child as thank you
Method (iii) Procedure
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Semi-structured interview
Demographics (PDHQ)
Questionnaires
Child Behaviour (SDQ, ECBI)
Parent Competency (PSOC)
Direct Observation (PAROT)
Home Measures
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Direct Observation
Play and Reading Observation Tool (PAROT)
• Part 1 – Child-directed play
15 mins of unstructured play between parent and child
• Part 2 – Interactive Reading
15 mins of parent and child reading
• One of three bilingual books used at each time point
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Home-School Relationship Qualitative/Quantitative Data
Focus group
• e.g. “What effect do you feel this programme has had on the relationship between the parents and your school?”
Group Leader Evaluation / Parent Evaluation
• Self-report questionnaire, rate on 5/6point Likert scale
Parent Semi-structured Interview
• e.g. “Has the programme had an effect on the relationship between you as a parent and the school?”
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Progress to Date:
School Area Group No. parents recruited
No. attended ≥ 1 session
Bethesda Intervention 8 7
Blaenau Ffestiniog Intervention 5 5
Blaenau Ffestiniog Intervention 5 5
Caernarfon Intervention 4 3
Bangor Control 4 N/A
Total 26 20
Phase 1: Final sample: 20 Intervention 6 Control
Phase 2: Target sample: 28 Intervention 18 Control
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Thank you for listeningDiolch am wrando
Any Questions?