Piloting the Incredible Years (IY) Therapeutic Social and Emotional skills programme alongside the IY classroom curriculum with young high-risk children

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Piloting the Incredible Years (IY) Therapeutic
Social and Emotional skills programme alongside
the IY classroom curriculum with young high-risk
children

• Nicole Gridley

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OVERVIEW

• THE INCREDIBLE YEARS TCM CLASSROOM DINOSAUR
  SCHOOL CURRICULUM
• THE INCREDIBLE YEARS THERAPEUTIC DINA PROGRAMME
• THE GWYNEDD DEVELOPMENT AND RATIONALE FOR THE
  STUDY
• THE SAMPLE
• RESULTS OUTCOMES
• CONCLUSIONS
• THE NEXT STEP

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TCM classroom DINA goals

• Teacher Classroom Management (TCM)
• Promotes teacher-parent collaboration.
• Presents a variety of strategies to strengthen
  childrens social academic confidence.
• Helps teachers to set up individual programmes to
  support specific needs of high-risk children.

• Classroom DINA
• Comprehensive social skills problem solving
  curricula.
• Teaches positive social communicative skills.
• Aims to promote positive self-esteem.
• Students learn to become feeling detectives
  acquire an enhanced feelings vocabulary.

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THERAPEUTIC DINA PROGRAMME

• 18-22 weekly, two hour sessions for groups of six
  clinically referred children
• 6 separate modules
• Making new friends learning school rules.
• DINA dinosaur teaches how to do your best in
  school.
• Understanding and detecting feelings.
• Detective Wally teaches problem-solving steps
  (including anger-management).
• Molly Manners teaches how to be friendly.
• Molly explains how to talk to friends.

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TCM CLASSROOM DINA IN GWYNEDD

• Substantial amount of evidence supporting the IY
  teacher and child programmes.
• 2002 Gwynedd Council decide to trial the TCM
  classroom DINA curriculum.
• Results from the two local studies led to the
  roll out of both programmes and by 2009 all of
  the 102 primary schools within Gwynedd had the
  programmes.
• Estyn School Inspection identified the programmes
  as contributing to academic excellence, for both
  individual schools and the county as a whole.

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RATIONALE FOR THE STUDY

• Up to 10 of children are at risk of conduct
  disorder and/or educational underachievement or
  failure
• The classroom Dina curriculum helps to introduce
  effective social skills and problem solving
• High risk children might benefit from additional
  small group coaching

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THE PLAN

• Teachers to identify high risk children
• Teachers trained to deliver the programme
• Children familiar with the curriculum from the
  classroom
• Timetable for study January June allowed for 10
  two hour sessions to be delivered between
  baseline and follow-up measures

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THE SAMPLE
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OUTCOME MEASURES

• PROBLEM SOLVING
• Wally Problem Solving
• Task (Webster-Stratton, 2001)
• OBSERVATION
• The Teacher-pupil
• Observational Tool (T-POT, Martin, 2006)

• TEACHER REPORT
• Teacher Rated Strengths and
• Difficulties Questionnaire
• (Goodman, 1997)

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RESULTS

• No significant differences were found on any of
  the measures using the whole sample of Control
  Intervention.
• Of the sample of 24, 7 Intervention 5 control
  were rated as being above the clinical cut off of
  17 or above on the TSDQ.
• Analysis was undertaken of complete data sets
  from this smaller sub-sample.

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RESULTS WALLY Problem solving test total
responses
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RESULTS WALLY problem solving test total
positives
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RESULTS WALLY problem solving test pro-social
responses
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RESULTS WALLY problem solving test aggressive
responses
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RESULTS TSDQ
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RESULTS T-POT

• T-POT - Teacher-Pupil Observation Tool
• No significant differences between baseline and
  follow up for any T-POT categories for either the
  whole (N24) or sub-sample (n11)
• Strong correlations between Teacher Child
  Positives for both whole sample and sub-sample
• N 22, .781, plt.001
• n 11, .749, plt.01
• Control (n5) Pre Mean 3.20, Post Mean 2.40,
  t1.089, pgt.05
• Intervention (n6) Pre Mean 6.33, Post Mean
  7.83, t .510, pgt.05

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RESULTS T-POT
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RESULTS T-POT
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CONCLUSIONS

• The DINA programme successfully decreased
  behavioural problems increased problem solving
  skills in those children who it was designed for.
• Reduced TSDQ scores demonstrate DINA curricula
  can significantly reduce the occurrence of
  problematic behaviours that affect the classroom
  environment.
• Changes for the Wally problem-solving task
  demonstrate the programmes ability to increase
  students understanding and utilize
  problem-solving strategies, leading to an overall
  increase in effective solutions.
• Evidence of a strong relationship between child
  and teacher positive behaviour suggests programme
  effectively improves the pupil-teacher
  relationship.

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THE NEXT STEP

• Due to the positive findings from this pilot
  study Gwynedd Education Service have committed to
  the roll out of this programme to a further 20
  schools across Gwynedd.
• Funding has been obtained from the BIG Lottery
  research fund to undertake a large-randomised
  controlled trial of this roll out starting in
  2010.
• Utilizing a larger sample means a more rigorous
  study of the effectiveness of the therapeutic
  DINA programme can be conducted in schools where
  teachers have already undertaken the Teacher
  Classroom Management Training and all children
  already receive the the classroom DINA.

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THANK YOU FOR LISTENING

• ANY QUESTIONS?

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CONTACT

• Nicole Gridley psp80b_at_bangor.ac.uk
• or
• Professor Judy Hutchings j.hutchings_at_bangor.ac.uk
• Tel [phone]
• Website www.incredibleyearswales.co.uk
• http//incredible-years-wales-research.bangor.ac.u
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