Update on The teacher program study, The attentive perenting program, baby pilot and

the peer coach implementation

Prof. Willy-Tore MørchUniversity of Tromsø, NorwayCardiff March 6th 2013

The teacher classroom management program study

Prof. Willy-Tore MørchUniversity of Tromsø, NorwayCardiff March 6th 2013

The teacher program evaluation update update

• Data collection periode: 2009 -2014• Design: Combination of school matching design

and student RCT.

• Stratification factors:unit size and urban/rural situation

• Student RCT: 7 students/children randomly assigned per class/group

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Teacher program evaluation status

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Number of teachers and studentsWinter 2013

Schoolsstudents parents teachers944 944 136

Kindergartenschildren parents adults1008 1008 143

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Effect sizes kindergartens

Estimated effect size: Cohens d: 0,3 (small)Each teacher fills out forms for 7 childrenDesign effect (intra group correlation): est: 2

For kindergartens: N= 455 (intervention and 475 (control) with 85% response rate should be sufficient.

For schools: Needs more recruitment (10-15 more schools in each group)

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Incredible Years:Attentive Parenting – implementation pilotBaby Program – effectiveness pilot

Willy-Tore Mørch, Joshua Patras, Sihu KlestUniversity of Tromsø, Norway

Attentive parenting universal program

• 7 sessions• Many new vignettes• Session 1 Play• Session 2 Academic, persistence coaching and

school readiness topics• Session 3 Emotional coaching• Session 4 Social coaching• Session 5 Emotional regulation• Session 6 Problemsolving• Session 7 Wraping up and celebration

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Overview

•Attentive Parenting Implementation pilot Document who is participating in the groups. Identify the implementation strategies and outcomes used by

three agencies. Measure of parent satisfaction with the session. Develop an implementation measure that can be used to monitor IY program implementation and identify important factors to program success.

•Baby program effectiveness pilot Identify measures that match the goals of the IY Baby program. Assess the need to develop measures in areas where no

appropriate measures exist.

Results from PMTO Implementation Studies

• Three is the magic number• Collegial support is important to implementation

outcomes.• Positive organizational social context has a significant

impact on program fidelity.• Logistical support can be responsible for the success

or failure of an implementation.

Results from PMTO Implementation Studies (Continued)• Systems for referral of appropriate families are necessary. • The program must be compatible with therapists’ beliefs.• Family satisfaction is very important to practitioners.• Top down and bottom up approach seemed important to

program success.• Funding and sufficient work time were necessary to support early

implementation stages.• Ongoing training and implementation support are critical to

program sustainability.

Incredible Years Implementation Measure

Two main goals:1. Monitor IY implementation on an

ongoing basis and identify areas that require support.

2. Identify important factors to program success.

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Measures used in current pilot: 1.Family Demographics and General Information (e.g., weight & height at birth, premature birth, birth complications) 2.Karitane Parenting Confidence Scale3.PSI - Parent Stress Index long form 4.IBQ-R – Measure of Baby Temperament

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Baby Program Effectiveness Pilot

Measures under consideration for full scale effectiveness study:1.Ages and Stages Questionnaire2.Parents Marital Relationship (e.g., quality of partner support)3.Health Symptoms 4.Parental Personality – short form of Big 55.Social Support

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Baby Program Effectiveness Pilot

Measures under consideration for full scale effectiveness study:1.Parental life stress 2.Detailed mental wellbeing scale3.Observations of parent-child interactions4.Cortisol or other physical measures (e.g., blood pressure, heart rate) during parent-child interaction.

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Baby Program Effectiveness Pilot

Incredible Years:Peer coach supervision system in Norway

Willy-Tore Mørch, Siri GammelseterUniversity of Tromsø, Norway, St Olav Hospital, Trondheim

Peer coach characteristics

• Experienced and accredited group leaders• Know the program well• Ability to supervise and have good relations to

other people

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Peer coach training

• 2 days basic training• Supervision and consultation days with DVD’s from

own supervision• Accreditation• Network for peer coaches

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Peer coach activiteies

• Supervise up to 4 new group leaders• Supervise within own agency• Program fidelity• Coaching in neigbouring agencies

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Peer coach

• Gives opportunity to more often supervision than with mentors

• Gives opportunity to set personal goals• Gives opportunity to closer follow up of each group

leader• Using check lists

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Peer coach roles

• Identifying skilled groupleaders• Identify malpractice and find alternative ways• Give constructive comments on the groupleaders

practice• Help groupleaders to reflect over own practice

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Thank you

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