Incredible Years®

A series of programs designed to promote emotional, social, and academic competence and to prevent, reduce, and treat behavioural and emotional problems in young children.

The Evidence Summaries presented on this site were drawn from the best available evidence of the program’s effectiveness from this review. It does not necessarily reflect all the evidence about the program. The research was selected and assessed for inclusion on the Menu and towards the evidence rating because it met selection criteria related to the specific topic area, study design, quality assessment and the outcomes of interest. 

Overview

Evidence Rating

Well-supported+

Pathway

  • Early help
  • Targeted and specialist

Australian Study

Not included

Risk of Bias

Some concerns

Cost

Extensive cost information available

Target Age Group

Birth to age 12

About

Incredible Years® is a series of comprehensive programs that focus on strengthening parenting competencies and fostering parent involvement in children's school experiences. The long-term goals are to reduce school dropout and delinquent behaviours and promote academic success.

Aims

  • Reduce challenging behaviours in children
  • Increase social and emotional learning
  • Increase self-control skills
  • Develop parenting skills
  • Increase parental involvement in school
  • Promote academic outcomes.

Impact

Evidence suggests that Incredible Years® was effective for family functioning particularly in improving family interactions and children's reading ability 12 months after baseline testing. The evidence is mixed and inconclusive across other outcomes.

Direction of effect
Outcome domain Outcome measured Positive effect No effect Negative effect
System Health service use Yes Yes Not found
Child Education Yes Not found Not found
Child Mental health/behaviour Yes Yes Not found
Child Wellbeing Yes Yes Not found
Family Functioning Yes Not found Not found
Parent/caregiver Mental health/functioning Yes Yes Not found
Parent/caregiver Parenting skills Yes Yes Not found
Cost Cost effectiveness Yes Yes Not found

How to read the table:

When ‘Yes’ is indicated for one of the three directions of effect, this means there is evidence of ‘positive’, ‘no effect’ or ‘negative effect’. Evidence is mixed and inconclusive when ‘Yes’ is indicated for two or more directions of effect. Further information about direction of effect can be found on the Using the Menu page.

Incredible Years® has an evidence rating of Well-supported+.

This means that Incredible Years® has evidence from at least 2 randomised controlled trials (RCT) and/or quasi-experiments (QE) demonstrating positive, long-term impact on at least one child and family outcome.

This assessment is based on 27 research outputs from 21 primary studies - 19 RCTs and 2 QEs. Another 6 RCTs and one QE were identified but did not count towards the evidence rating due to concerns with study quality. Incredible Years® has not received a Very well-supported rating as a rigorous systematic review with meta-analysis has not been conducted.

The program's evidence base is considerably strong given the size and diversity of the studies.

Included research by design and outputs
Study design Number of research outputs included
Systematic review with meta-analysis Not identified or included
Randomised controlled trial 25
Quasi-experiment 2

The evidence has some concerns with risk of bias.

We can be reasonably confident about the results and the quality of the evidence. When interpreting the results, it is important to take into account the evidence base for Incredible Years, with 19 primary studies included on the Menu across diverse population groups and characteristics (geography, age, outcomes etc.)

The studies were conducted internationally and do not include Aboriginal children and families. Incredible Years® is delivered in Australia to Aboriginal children and families but local studies may not have met the inclusion criteria to be included on the Menu.

Aboriginal knowledge and evidence is critical to recognise, document and share practices that lead to improved outcomes for Aboriginal children and families. The department is consulting with the Aboriginal community and stakeholders on how Aboriginal knowledge and evidence is defined and included on the Menu.

Location

  • The studies were conducted across 9 countries, including the United States (in Chicago, Washington, Bronx, Manhattan, Pacific Northwest), United Kingdom, Norway, Ireland, Netherlands, Portugal, Denmark, Sweden and Hong Kong.

Sample characteristics

  • The studies’ samples ranged from 28 families (14 intervention, 14 control) to 387 families (197 intervention, 190 control).
  • The samples across the studies included a diverse range of culturally and linguistically diverse backgrounds, including Native Dutch, Caribbean, Chinese, African Americans and Philippines.

Implementation

Delivery model, mode and setting

  • Incredible Years® is delivered in-person and over video/phone, to both the parent and child, separately or together, and in group formats with multiple parents, children and/or families.
  • Programs are typically conducted in the family home, at school or in the community.

Target cohort

  • Parents experiencing stress and difficulty in managing children's behavioural issues
  • Children up to age 12 with behavioural issues
  • Teachers.

Program delivery, duration and intensity

  • The Incredible Years® series consists of 3 types of programs:
    1. Parenting Programs: There are separate parent programs for babies (up to 12 months), toddlers (aged one to 3), pre-schoolers (aged 3 to 6) and school age children (aged 6 to 12). The Basic Parent Training Program is 14 weeks as a prevention program and 18 to 20 weeks as treatment. For use as a treatment, the Advanced Parent Program is recommended as a supplementary program. 
    2. Child Programs: The Child Prevention Program covers 3 age levels from ages 3 to 8, and is delivered 2 to 3 times a week in the classroom in 20 to 30 minute circle time lessons. The treatment curriculum is for counsellors, therapists, or special education teachers to treat children with conduct problems, attention deficit hyperactivity disorder and internalising programs, and is delivered in 2-hour weekly sessions for 18 to 22 weeks.
    3. Programs for Teachers: The Teacher Classroom Management Training Program is for early childhood and primary school teachers of young children aged 3 to 8. The program is divided into 5 to 6 full day workshops spaced over 6 to 8 months.
  • Group sessions are conducted by trained facilitators who use video vignettes to structure and stimulate group discussions.
  • Classroom lesson plans are delivered by the teacher to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practising friendship and conversational skills, and behaving appropriately in the classroom.
  • Parents are encouraged to partner with teachers and be involved in children's school experiences to promote children’s academic and social skills, emotional self-regulation and to reduce conduct problems.
  • There are also parent program protocols for use as a prevention program or as a treatment for children with conduct problems and/or Attention Deficit Hyperactivity Disorder (ADHD).
  • Home Visiting Coach models are available for each of these programs.
  • The program includes a homework component where home activities reinforce principles that are taught during weekly sessions.

Manuals and guides

Additional information

Staffing

  • Clinicians should have a Master’s degree or equivalent.

Training

  • A 3-day training is required and offered in Seattle by certified Incredible Years® trainers.
  • Laura’s Place provides Incredible Years® training programs to large organisations across Australia, such as The Benevolent Society and Uniting Care (Burnside). 

To our knowledge, Incredible Years® is available in New South Wales and Queensland.

Accreditation is available through Laura’s Place, which delivers Incredible Years® training to organisations and professionals. 

Cost

The cost to implement Incredible Years® varies depending on the type of program in the series. The Incredible Years® website has an order form where detailed information on cost can be found.

References

Studies identified and included in the review

  • Axberg U & Broberg AG (2012). Evaluation of "The Incredible Years" in Sweden: The transferability of an American parent-training program to Sweden. Scandinavian Journal of Psychology, 53(3):224-232.
  • Brotman LM, Gouley KK, Chesir-Teran D, Dennis T, Klein RG & Shrout P (2005). Prevention for preschoolers at high risk for conduct problems: Immediate outcomes on parenting practices and child social competence. Journal of Clinical Child and Adolescent Psychology, 34(4):724-34.
  • Edwards RT, Jones C, Berry V, Charles J, Linck P, Bywater T, et al. (2016). Incredible Years parenting programme: Cost-effectiveness and implementation. Journal of Children's Services, 11(1):54-72.
  • Gardner F, Burton J & Klimes I (2006). Randomised controlled trial of a parenting intervention in the voluntary sector for reducing child conduct problems: Outcomes and mechanisms of change. Journal of Consulting and Clinical Psychology, 47:1123-1132.
  • Herman KC, Borden LA, Reinke WM, & Webster-Stratton C (2011). The impact of the Incredible Years parent, child, and teacher training programs on children's co-occurring internalizing symptoms. School Psychology Quarterly, 26(3):189.
  • Hutchings J, Bywater T, Daley D, Gardner F, Whitaker C, Jones K, Eames C & Edwards RT (2007). Parenting intervention in Sure Start services for children at risk of developing conduct disorder: Pragmatic randomised controlled trial. British Medical Journal, 334(7595):678.
  • Hutchings J, Griffith N, Bywater T & Williams M (2016). Evaluating the Incredible Years Toddler Parenting Programme with parents of toddlers in disadvantaged (Flying Start) areas of Wales. Child: Care, Health and Development, 43(1):104-113.
  • Javier JR, Coffey DM, Schrager, S. M, Palinkas LA & Miranda J (2016). Parenting intervention for prevention of behavioral problems in elementary school-age Filipino-American children: A pilot study in churches. Journal of Developmental & Behavioral Pediatrics, 37(9):737-745.
  • Jones K, Daley D, Hutchings J, Bywater T & Eames C (2007). Efficacy of the Incredible Years Basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: care, health and development, 33(6):749-756.
  • Leijten P, Raaijmakers MAJ, Orobio de Castro B, van den Ban E & Matthys W (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1):59-73.
  • Kong MMY & Au TKF (2018). The Incredible Years Parent Program for Chinese Preschoolers With Developmental Disabilities. Early Education and Development, 29(4):494-514.
  • McGilloway S, Ni Mhaille G, Bywater T, Furlong M, Leckey Y, Kelly P, Comiskey C & Donnelly M (2012). A parenting intervention for childhood behavioral problems: A randomized controlled trial In disadvantaged community-based settings. Journal of Consulting and Clinical Psychology, 80:116-127.
  • Menting ATA, Orobio de Castro B, Wijngaards-de Meij LDNV & Matthys W (2014). A trial of parent training for mothers being released from incarceration and their children. Journal of Clinical Child & Adolescent Psychology, 43:1-16.
  • Morpeth L, Blower S, Tobin K, Taylor RS, Bywater T, Edwards RT, et al. (2017). The effectiveness of the Incredible Years pre-school parenting programme in the United Kingdom: A pragmatic randomised controlled trial. Child Care in Practice, 23(2):141-161.
  • O’Neill D, McGilloway S, Donnelly M, Bywater T & Kelly P (2011). A cost-effectiveness analysis of the Incredible Years parenting programme in reducing childhood health inequalities. The European Journal of Health Economics, 14(1):85-94.
  • Perrin EC, Sheldrick RC, McMenamy JM, Henson BS & Carter AS (2014). Improving parenting skills for families of young children in pediatric settings: A randomized clinical trial. Journal of American Medical Association Pediatrics, 168:16-24.
  • Pontoppidan M, Klest SK & Sandoy TM (2016). The Incredible Years Parents and Babies Program: A Pilot Randomized Controlled Trial. PLoS ONE, 11(12):e0167592.
  • Posthumus JA, Raaijmakers MA, Maassen GH, van Engeland H & Matthys W. (2012). Sustained effects of incredible years as a preventive intervention in preschool children with conduct problems. Journal of Abnormal Child Psychology, 40:487-500.
  • Scott S, Sylva K, Doolan M, Price J, Jacobs B, Crook C & Landau S (2010). Randomised controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: The SPOKES project. Journal of Child Psychology and Psychiatry, 51(1):48-57.
  • Scott S, Sylva K, Kallitsoglou A & Ford T (2014). Which type of parenting programme best improves child behaviour and reading? Follow up of The Helping Children Achieve trial. Final Report to Nuffield Foundation. Nuffield Foundation, London.
  • Webster-Stratton C (1982). The long-term effects of a videotape modeling parent-training program: Comparison of immediate and 1-year follow-up results. Behavior Therapy, 13(5):702-714.
  • Webster-Stratton, C. (1984). Randomized trial of two parent-training programs for families with conduct-disordered children. Journal of Consulting and Clinical Psychology, 52(4):666.
  • Webster-Stratton C, Reid MJ & Hammond M (2004). Treating children with early-onset conduct problems: intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1):105-124.
  • Webster‐Stratton C, Reid J & Hammond, M (2001). Social skills and problem‐solving training for children with early‐onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7):943-952.
  • Webster-Stratton C & Hammond M (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65:93-109.
  • Weeland J, Chhangur R, van der Giessen D, Matthys W, de Castro BO & Overbeek G. (2017). Intervention effectiveness of The Incredible Years: New insights into sociodemographic and intervention-based moderators. Behavior Therapy, 48(1):1-18.
  • Weeland J, Chhangur RR, Jaffee SR, Van Der Giessen D, Matthys W, Orobio De Castro B, et al. (2018). Does the Incredible Years reduce child externalizing problems through improved parenting? The role of child negative affectivity and serotonin transporter linked polymorphic region (5-HTTLPR) genotype. Development and Psychopathology, 30(1):93-112.

Studies identified but not counted towards the evidence rating due to study quality

  • Gross D, Fogg L & Tucker S (1995). The efficacy of parent training for promoting positive parent–toddler relationships. Research in Nursing & Health, 18:489-499.
  • Gross D, Fogg L, Webster-Stratton C, Garvey C, Julion W & Grady J (2003). Parent training of toddlers in daycare in low-income urban communities. Journal of Consulting and Clinical Psychology, 71:261-278.
  • Kim E, Cain KC & Webster-Stratton C (2008). The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45:1261-1273.
  • Larsson B, Fossum S, Clifford G, Drugli, M, Handegard B & Morch W (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children. European Child Adolescent Psychiatry, 18:42-52.
  • Homem TC, Gaspar MF, Santos MJS, Azevedo AF & Canavarro MC (2015). Incredible Years parent training: Does it improve positive relationships in Portuguese families of preschoolers with oppositional/defiant symptoms? Journal of Child and Family Studies, 24(7):1861-1875.
  • Seabra-Santos MJ, Gaspar MF, Azevedo AF, Homem TC, Guerra J, Martins V, Leitão S, Pimentel M, Almeida M & Moura-Ramos M (2016). Incredible Years parent training: What changes, for whom, how, for how long? Journal of Applied Developmental Psychology, 1;44:93-104.
  • van der Put CE, Assink M, Gubbels J & Boekhout van Solinge NF (2018). Identifying effective components of child maltreatment interventions: A meta-analysis. Clinical Child and Family Psychology Review, 21(2):171-202.
  • Webster-Stratton CH, Reid MJ & Beauchaine T (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2):191-203.
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