Evaluating a Shortened Version of the Incredible Years (IY) Basic Programme in a Non-clinical Community Sample

Study Overview
=================
Brief Summary
-----------------
Aim of study: To evaluate the effects of the shortened version of the Incredible Years (IY) Basic programme, the study which the parents were recruited to. A randomising experimental control between-group design was used with pre- and post-intervention measurements, and a one-year, four-year and ten-year follow-up. Children and families were randomized to either the shortened basic version (n = 89), or the control group (n = 97).

Official Title
-----------------
Evaluating a Shortened Version of the Incredible Years Basic Programme in a Non-clinical Community Sample

Conditions
-----------------
Parenting Behavior, Child Behavior Problems

Intervention / Treatment
-----------------
* Behavioral: Brief Incredible Years parent training


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: No diagnosable behavior problems in child Exclusion Criteria: Diagnosable behavior problems in child

Ages Eligible for Study
-----------------
Minimum Age: 3 Years
Maximum Age: 8 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Brief Incredible Years parent training<br>Parent training | Behavioral: Brief Incredible Years parent training<br>* The IY parent training programme (3-8 years) developed by Webster-Stratton at the Parenting Clinic, University of Washington, is a manualised and video-based training programme for parents of young children with conduct problems (Webster-Stratton and Reid, 2003a). Parents assigned to the short IY Basic (S-IY) condition were divided into groups of 10-12 parents. The S-IY was led by two experienced group leaders and parents met weekly for two-hour sessions at a public health care center in the community. The group leaders led discussions regarding central aspects of parenting on the basis of the video vignettes, role play and homework.<br>* Other names: The Incredible Years Programme series;|
| No Intervention: No parent training<br>No parent training | |

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Longitudinal change in ECBI scores | Eyberg Child Behavior Inventory (Robinson et al., 1980). The ECBI provides a list of 36 problem behaviours commonly reported by parents of children with disruptive behaviour problems. The inventory assesses behaviour on two dimensions: the frequency of the behaviour and its identification as a problem. The frequency ratings range from 1 (never) to 7 (always), and are summed to yield an overall problem behaviour Intensity score (Cronbach's alpha 1⁄4 0.82) ranging from 36 to 252. | baseline, 6-8 weeks after intervention, one-year follow up, four-year follow up, ten-year follow up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Reasons for participation and help seeking behaviour | A questionnaire consisting of 12 questions was developed to assess parents' reasons for participating in child rearing classes. Three subscales measure parental concern (five items, a 1⁄4 0.82), motivation to learn (three items, a 1⁄4 0.42), and own/other's opinion (three items, a 1⁄4 0.42). The questionnaire was sent to all participants in the study. Examples of the questions were: ''I was concerned for my child's behaviour'', ''I was uncertain of how to raise my child'', and ''I think it's interesting to learn about children''. All questions were answered using a five-point Likert scale from ''agree'' to ''disagree''. | Four-year follow up | 
| Longitudinal change in PROC scores | Parents Sense of Competence (Johnston and Mash, 1989). The PSOC consists of 16 items about parents' confidence on being a parent, answered on a six-point scale ranging from ''strongly disagree'' to ''strongly agree''. Scoring for some items is reversed so that, for all items, higher scores indicate greater parenting self-esteem. Two subscales measure efficacy (seven items, a 1⁄4 0.69) and satisfaction (nine items, a 1⁄4 0.77) in parenting. | baseline, 6-8 weeks after intervention, one-year follow up, four-year follow up, ten-year follow up | 
| Longitudinal change in PSI scores | Parent Stress Index, Short Form (PSI-SF; Abidin, 1995). The PSI-SF is a 36 item self-report measure of parenting stress, derived from the full version PSI. The PSI-SF yields a total stress (a 1⁄4 0.90) in addition to scores on three scales: parental distress, parent-child dysfunctional interaction, and difficult child. | baseline, 6-8 weeks after intervention, one-year follow up, four-year follow up, ten-year follow up | 
| Longitudinal change in PPI scores | Parenting Practices Interview (Webster-Stratton et al., 2001). The PPI was adapted from the Oregon Social Learning Centre's Discipline Questionnaire. Two subscales were used; Harsh Discipline (14 items, a 1⁄4 0.79), and Positive Parenting (15 items, a 1⁄4 0.67). Parents reported the probability and the frequency with which they used the different strategies on a seven-point scale. | baseline, 6-8 weeks after intervention, one-year follow up, four-year follow up, ten-year follow up | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
Harsh discipline, parental competence, positive parenting