There seems to be equal effect across age and ethnicity. However it is suggested that the intervention is more effective for boys. The sessions include using Video Interaction Guidance, where families reflect on video clips of interactions with their children. One two-hour session per week (parent and child component); classroom program offered 2-3 times weekly for 60 lessons; teacher sessions can be completed in 5-6 full-day workshops or 18-21 two-hour sessions. Recommended Duration: Status — Participants were children in the targeted neighborhoods who scored above the clinical cutoff on the Eyberg Child Behavior Inventory (ECBI) problem or intensity scale.

Webster-Stratton, C., & Reid, J. (2010). Adapting the Incredible Years, an evidence-based parenting programme, for families involved in the child welfare system. Journal of Children’s Services, 5, 25–42. https://doi.org/10.5042/jcs.2010.0115. Improved teacher-student relationships, proactive classroom management skills, and strengthened teacher-parent partnershipsScott, S., Briskman, J., & O’Connor, T. G. (2014). Early prevention of antisocial personality: Long-term follow-up of two randomized controlled trials comparing indicated and selective approaches. American Journal of Psychiatry, 171, 649–657. https://doi.org/10.1176/appi.ajp.2014.13050697. Findings also suggest equal benefit to those families experiencing social disadvantage, and those who don’t. This suggests that this intervention will neither increase or decrease existing social inequalities in child disruptive behaviour.

Participants were randomly assigned to one of two groups: A group that received The Incredible Years training or to a control group that did not receive the training. Mothers with mental health risk factors (depression, anger, history of abuse as a child, and substance abuse) exhibited poorer parenting skills than those without risk factors, as measured by the Parenting Practices Interview, Dyadic Parent-Child Interactive Coding System, and Coder Impression Inventory. However, mothers with risk factors engaged with and benefited from the parenting training program at a level comparable to mothers without these risk factors. Program engagement was assessed by number of sessions attended, percentage of homework assignments completed, and the group leader's rating of engagement. Intervention mothers had lower scores on both harsh/negative parenting and ineffective parenting and higher scores on supportive parenting.This training workshop will present in depth the Dina Dinosaur Child Social Skills, Emotional Regulation & Problem-Solving Training for Children designed by Dr. Webster-Stratton to help young children who have behavior problems. The program focuses on ways to promote children’s emotional literacy, anger management, appropriate conflict management strategies, expected classroom behaviors, and positive social skills or friendship behaviors with other children and adults.