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Evaluating the Incredible Years School Readiness Parenting Programme

The Incredible Years School Readiness Program addresses risk factors and poor home-school connections through child-directed play and interactive reading sessions to improve children’s readiness for school, prevent conduct problems, and enhance home-school links. The evaluation aims to assess the program’s effectiveness in improving school readiness and identify implementation barriers. Recruitment involved 10 schools in North Wales, with staff and parents participating in intervention groups. Data collection methods include questionnaires, direct observation, and focus groups. The program includes components like emotion coaching, problem-solving skills, and enhancing social and cognitive abilities. Various measures, including the Eyberg Child Behaviour Inventory and Play and Reading Observation Tool, are utilized for evaluation.

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Evaluating the Incredible Years School Readiness Parenting Programme

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  1. Evaluating the Incredible Years School Readiness Parenting Programme Kirstie Cooper

  2. The IY School ReadinessProgramme • Address risk factors associated with children’s lack of readiness and poor home-school connections • 4 sessions, 2 hours per week • Universal, delivered to parents through schools • Aims: 1. Improve children’s school readiness 2. Prevent conduct problems 3. Prevent academic underachievement 4. Enhance home-school links

  3. Part 1 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

  4. 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

  5. Reading with CARE building blocks Commenting and describing Asking open-ended questions Responding with encouragement Expanding on what the child says C A R E

  6. The Evaluation 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

  7. Recruitment • 10 schools in North Wales • Schools allocated to Intervention and waiting-list Control on a ‘first come first serve’ basis • Two staff at each school received training • Teachers recruited groups of up to 12 parents with children aged 3-5 years • Intervention = 37 Control = 16

  8. Group delivery & data collection • Groups run during school time (AM/PM) • 2 hours per week for 4 weeks • Weekly supervision session with Prof. Hutchings • Three home visits to families (1 hour each) • Semi-structured interviews, questionnaires, direct observation, focus group

  9. Demographics Personal Data and Health Questionnaire (PDHQ; Hutchings, 1996)

  10. Demographics

  11. Child Behaviour Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) • Parent report questionnaire • 5 scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behaviour • Scores for each scale, total difficulties and impact

  12. SDQ Total impact

  13. Child Behaviour Eyberg Child Behaviour Inventory (ECBI; Eyberg & Ross, 1978; Eyberg, 1980) • 36-item parent report measure • 7-point Intensity, measuring frequency of behaviours • Yes-No Problem, identifies whether parent perceives the behaviour to be a problem.

  14. ECBI Total problems

  15. Play and Reading Observation Tool (PAROT) • Direct Observation – 30 minutes • Part 1 – Child-directed play 15 minutes of observing the unstructured play between the primary caregiver and child. • Part 2 – Interactive Reading 15 minutes of observing the primary caregiver and child reading together. • One of three bilingual books used at each time point

  16. PAROT - play Parent emotion coaching

  17. PAROT - play Parent labelled praise

  18. PAROT – play Child positive behaviours

  19. PAROT – play Parent critical statements

  20. PAROT – reading Parent open-ended questions

  21. 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?”

  22. Attendance & Feedback • Mean number of sessions attended = 3 • 50% of parents attended all 4 sessions • 90% of parents attended at least 2 sessions • How likely are you to run the programme again at your school in the future? Very likely = 4 Likely = 3

  23. Costs / Time • Supply cover for teacher (£80 - £300 pw) • Refreshments etc. (£4 per week) • Room preparation time = 15/30/60 mins • Session preparation time = 30/60/90 mins • Group time = 2 hrs, supervision = 2 hrs • Catch-up sessions = 0/30/60 mins • Telephone calls = 20/30 mins

  24. Diolch am wrandoThanks for listening psp880@bangor.ac.uk

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