Update on The teacher program study, The
attentive perenting program, baby pilot and
the peer coach implementation
Prof. Willy-Tore Mørch
University of Tromsø, Norway
Cardiff March 6th 2013
The teacher classroom management
program study
Prof. Willy-Tore Mørch
University of Tromsø, Norway
Cardiff March 6th 2013
The teacher program evaluation
update update
• Data collection periode: 2009 -2014
• Design: Combination of school matching design
and student RCT.
• Stratification factors:unit size and urban/rural
situation
• Student RCT: 7 students/children randomly
assigned per class/group
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Teacher program evaluation
status
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13.04.2015
Number of teachers and students
Winter 2013
5
Schools
students
944
parents
944
teachers
136
Kindergartens
children
1008
parents
1008
adults
143
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Effect sizes kindergartens
Estimated effect size:
Cohens d: 0,3 (small)
Each teacher fills out forms for 7 children
Design effect (intra group correlation): est: 2
For kindergartens: N= 455 (intervention and 475
(control) with 85% response rate should be sufficient.
For schools: Needs more recruitment (10-15 more
schools in each group)
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Incredible Years:
Attentive Parenting – implementation pilot
Baby Program – effectiveness pilot
Willy-Tore Mørch, Joshua Patras, Sihu Klest
University of Tromsø, Norway
Attentive parenting universal
program
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8
7 sessions
Many new vignettes
Session 1 Play
Session 2 Academic, persistence coaching and
school readiness topics
Session 3 Emotional coaching
Session 4 Social coaching
Session 5 Emotional regulation
Session 6 Problemsolving
Session 7 Wraping up and celebration
13.04.2015
Overview
•Attentive Parenting Implementation pilot
 Document who is participating in the groups.
 Identify the implementation strategies and outcomes used by
three agencies.
 Measure of parent satisfaction with the session.
 Develop an implementation measure that can be used to
monitor IY program implementation and identify important
factors to program success.
•Baby program effectiveness pilot
 Identify measures that match the goals of the IY Baby
program.
 Assess the need to develop measures in areas where no
appropriate measures exist.
Results from PMTO Implementation
Studies
• Three is the magic number
• Collegial support is important to
implementation outcomes.
• Positive organizational social context has a
significant impact on program fidelity.
• Logistical support can be responsible for the
success or failure of an implementation.
Results from PMTO Implementation
Studies (Continued)
• Systems for referral of appropriate families are
necessary.
• The program must be compatible with therapists’
beliefs.
• Family satisfaction is very important to practitioners.
• Top down and bottom up approach seemed important
to program success.
• Funding and sufficient work time were necessary to
support early implementation stages.
• Ongoing training and implementation support are
critical to program sustainability.
Incredible Years Implementation
Measure
Two main goals:
1. Monitor IY implementation on an
ongoing basis and identify areas that
require support.
2. Identify important factors to program
success.
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Baby Program Effectiveness Pilot
Measures used in current pilot:
1.Family Demographics and General
Information (e.g., weight & height at birth,
premature birth, birth complications)
2.Karitane Parenting Confidence Scale
3.PSI - Parent Stress Index long form
4.IBQ-R – Measure of Baby Temperament
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Baby Program Effectiveness Pilot
Measures under consideration for full scale
effectiveness study:
1.Ages and Stages Questionnaire
2.Parents Marital Relationship (e.g., quality
of partner support)
3.Health Symptoms
4.Parental Personality – short form of Big 5
5.Social Support
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Baby Program Effectiveness Pilot
Measures under consideration for full scale
effectiveness study:
1.Parental life stress
2.Detailed mental wellbeing scale
3.Observations of parent-child interactions
4.Cortisol or other physical measures (e.g.,
blood pressure, heart rate) during parentchild interaction.
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Incredible Years:
Peer coach supervision system in Norway
Willy-Tore Mørch, Siri Gammelseter
University of Tromsø, Norway, St Olav Hospital,
Trondheim
Peer coach characteristics
• Experienced and accredited group leaders
• Know the program well
• Ability to supervise and have good relations to
other people
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Peer coach training
• 2 days basic training
• Supervision and consultation days with DVD’s from
own supervision
• Accreditation
• Network for peer coaches
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Peer coach activiteies
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Supervise up to 4 new group leaders
Supervise within own agency
Program fidelity
Coaching in neigbouring agencies
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Peer coach
• Gives opportunity to more often supervision than
with mentors
• Gives opportunity to set personal goals
• Gives opportunity to closer follow up of each group
leader
• Using check lists
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Peer coach roles
• Identifying skilled groupleaders
• Identify malpractice and find alternative ways
• Give constructive comments on the groupleaders
practice
• Help groupleaders to reflect over own practice
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Thank you
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