Post on 05-Feb-2016
description
Evaluation of the Incredible Years
SCHOOL READINESS Parenting Programme in North
Wales6th 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 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)
The IY School Readiness programme
The programme – 2 partsPART 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
Commenting and describing
Asking open-ended questions
Responding with encouragement
Expanding on what the child says
CARE
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
Assessment BatteryParents
Demographics Play And Reading Observation
Tool (Pye et al, in preparation) Eyberg Child Behaviour Inventory
(Eyberg & Robinson, 1978) Parent Strengths and Difficulties
Questionnaire (Goodman, 1997) Parental Sense of Competence
(Johnston & Mash, 1989)
Group leaders Focus group End of programme
evaluation Weekly delivery
evaluations
Primary Outcome measure
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 home-school
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 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.
Sharing stories has given me ideas of what we can do.
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.
Feedback from the parents...
Feel much more positive about myself and my
children due to the CARE side of the sessions
Sad that this is the end of the course. Enjoyed the time. Feel that my boys have had lots of
“happy” times…
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
Thanks for listening!
psp880@bangor.ac.uk