There was no difference in effectiveness by ethnicity, meaning that families of all ethnicities are equally likely to benefit from the intervention. There were 14 studies in this review, six studies were undertaken in England, two in Wales, two in the Netherlands and one trial each in Ireland, Norway, Sweden and Portugal. Importantly, estimating broader benefits requires well-powered longer-term assessments, because broader effects may be even smaller than effects on the targeted behavior and may need time to evolve before they become apparent. In addition, broader benefits are ideally assessed using multiple informants, because children’s peer problems are not always observable for parents (Winsler and Wallace 2002), nor are negative emotions and feelings (Sourander et al. 1999). Therefore, only longer-term assessments with multiple informants, including teachers and children themselves, can rigorously test whether Incredible Years has broader benefits on children’s peer problems and emotional problems. The review considered whether characteristics of delivery, such as staff training or number of sessions, affected intervention outcomes. However, given the small number of included studies the authors were hesitant to draw any conclusions from this. What are the costs and benefits?

Incredible Years tended to show a mixed effect on positive parenting. This is based on high strength evidence. The findings showed an increased use of positive praise. However parents did not report using more rewards or monitoring behaviours. Status — Participants were children aged 4–8 referred for treatment because of oppositional or conduct problems reported by their parents. Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51(5), 571–585. The Incredible Years BASIC Parent Training Program targets parents of high-risk children and those displaying behavior problems. Highlighted parenting skills include:

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Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. Social, emotional, and behavioural problems in young schoolchildren can pose significant challenges for teachers in the classroom, but with appropriate training, teachers can learn to better manage these kinds of problems and promote more positive social behaviour, thereby creating more effective (and calmer) learning environments and more positive educational outcomes.

The Incredible Years is a series of three separate, multifaceted, and developmentally based curricula for parents, teachers, and children. This series is designed to promote emotional and social competence; and to prevent, reduce, and treat behavior and emotional problems in young children. The parent, teacher, and child programs can be used separately or in combination. There are treatment versions of the parent and child programs as well as prevention versions for high-risk populations. Program Goals

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Beauchaine, T. P., & McNulty, T. (2013). Comorbidities and continuities as ontogenic processes: Toward a developmental spectrum model of externalizing psychopathology. Development and Psychopathology, 25(4), 1505–1528. No broader benefits of Incredible Years are found according to parents, teachers, and children: Incredible Years did not reduce children’s peer problems, emotional problems, and hyperactivity 2.5 years after the end of the intervention (Table 1). Similarly, children of parents who participated in Incredible Years did not outperform children in the control condition on the neuropsychological tasks measuring attention and behavior inhibition. Finally, families who participated in Incredible Years did not make less use of services (i.e., special education or post-intervention mental healthcare related to children’s mental health or parenting difficulties) in the years after intervention. Post-hoc Analyses The program representative did not provide information about a Logic Model for The Incredible Years (IY). Accredited Incredible Years trainers and mentors are available to provide as-needed consultation to administrators, group leaders, and therapists about a variety of Incredible Years topics. The Teacher-Pupil Observation Tool (TPOT) was used to assess child behaviour in the classroom and teachers’ interactions with the children. Findings

The 3rd edition of this book for parents has been revised to include new and expanded chapters on coaching (academic, persistence, social and emotion coaching), plus new chapters on social media, screen time, and promoting a healthy lifestyle. This is an amazing book that covers research-based parenting strategies for all families. Positive discipline techniques are described in detail illustrated with true-to-life examples to help parents prevent behavior problems and promote their children’s social and emotional competence. socially disadvantaged neighborhoods in the United Kingdom, in receipt of Government funding as Sure Start areas, identified on the basis of high levels of poverty At all five measurement waves, parents reported on conduct problems using the intensity scale of the ECBI (Eyberg and Pincus 1999). The Dutch version of this inventory showed good internal consistency, validity, and test-retest reliability (Abrahamse et al. 2015). The intensity scale consists of 36 items (e.g., “has temper tantrums”) that are answered on a 7-point scale (1 = never to 7 = always). Internal consistency was good at all time points ( αs > .85). Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525.Status — Participants were self-referred or professionally referred parents of children with child misconduct problems lasting at least six months. Clinical issues such as promoting attendance, managing resistant parents or teachers, being culturally responsive, managing disruptive children, setting up practice role plays, tailoring programs for children with developmental issues, and getting accredited or certified in the program. Dissemination issues such as recruiting families, obtaining training, choosing the best SEL curriculum for your agency, assuring program fidelity, and assessing program outcomes.

Incredible Years tended to show no effect for child emotional problems.This is based on high strength evidence. No differences were found in child emotional symptoms between children whose parents took part in Incredible Years and those who did not. The Incredible Years Programme enables parents to have effective tools in managing their child’s behaviour. It aims to give you new strategies as well as building on the ones you are already using to make them more effective in your home. In turn you should see an increase in positive behaviours and a reduction in behaviours your find challenging, helping you feel more confident and reducing household stress. Crnic, K. A., Gaze, C., & Hoffman, C. (2005). Cumulative parenting stress across the preschool period: Relations to maternal parenting and child behaviour at age 5. Infant and Child Development: An International Journal of Research and Practice, 14(2), 117–132.Research issues such as program evaluation, consultation regarding research design, assuring program fidelity, and measures to use with IY programs. Webster-Stratton, C. (2016). The Incredible Years series: A developmental approach. In M. Van Ryzin, K. Kumpfer, G. Fosco, & M. Greenberg (Eds.), Family-based prevention programs for children and adolescents: Theory, research, and large-scale dissemination (pp. 42–67). New York: Psychology Press Group. Webster-Stratton, C. (2015). The Incredible Years® parent programs: Methods and principles that support program fidelity. In J. J. Ponzetti & J. J. Ponzetti (Eds.), Evidence-based parenting education: A global perspective (pp. 143–160). New York: Routledge/Taylor & Francis.