Supporting teachers and
children in school: lessons
from Wales
“Supporting Parents, Children and
Teachers: research and practice”
Copthorne Hotel, Cardiff
7th March 2012
Professor Judy Hutchings
Centre for Evidence Based Early Intervention
Bangor University
Email: j.hutchings@bangor.ac.uk
1
Overview of presentation

The IY parent, child and teacher
programmes

Child and teacher programme content

Developing the programmes in Wales


Evaluation and research on the child
and teacher programmes in Wales
Current school based research in Wales
2
The Incredible Years
Programmes
Teacher
Programme
6 full day
sessions held
monthly
Child Dinosaur
treatment
Programme: 6
children, 18 - 22
weekly sessions
Infant (eight
sessions) 0 - 12
months toddler
1 - 3 year olds
(13 sessions)
programmes
School
Readiness
Programme:
4 pre-school
sessions
2 – 4 years
Child Dinosaur
Classroom
Programme:3
year
curriculum, 2
sessions per
week, 30 weeks
Pre-School
BASIC Parent
Programme:
14-18 weekly
sessions,
3 – 6 years
School Aged
BASIC Parent
Programme:
10 - 12
sessions,
6 - 12 years
ADVANCED
Programme: 9
sessions helping
adults
communicate &
problem solve
3
Components of effective interventions
that are in the IY programmes
(Hutchings et al 2004)
- new skills must be modelled and rehearsed
- (non-violent) sanctions for negative behaviour and
relationship building, praise and rewards
-
- practice or ‘homework’
-
programmes should emphasise principles rather than
prescribe techniques
- interventions work best when delivered early
4
Fidelity in Incredible
Years programmes



Content – social learning theory
Process – collaboration, individual
goals, shared problem solving
Fidelity tools - training, manuals,
supervision, certification etc.
5
How the IY programmes achieve
implementation with fidelity


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
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detailed leader manuals
videotapes books and materials for
parents
structured leader training, basic 3
day plus consultation days
ongoing supervision
a leader certification process
a network of trainers and mentors
6
Incredible Years
Teacher Classroom
Management
Programme
7
Goals for the teacher
programmme




Increase positive and nurturing
teaching styles
Decrease negative or harsh
teaching style
Promote parent-teacher
collaboration
Promote supportive school
environment - with focus on
social-emotional development
8
•
Teacher Programme Content








Building positive relationships with
students
Building parent-teacher collaborations
Increasing parent involvement
Importance of teacher attention,
encouragement and praise
Preventing problems: proactive teaching
Decreasing inappropriate behavior
Promoting positive social/emotional
skills
literacy & problem solving in the class
TCM research results
• Children in intervention classes had fewer
conduct problems and were more ready for
school (friendly, follows directions, on task,
engaged) than control children.
• Intervention teachers were more
supportive of student efforts than
control teachers
• Teachers and parents were
satisfied with the programme and that it met
their goals for their children’s social development
10
The Incredible Years
Child Dinosaur School
social skills and
problem solving
programmes
11
Goals for child programme

Decrease aggressive and oppositional behavior
when it first starts

Strengthen children’s social competence &
self-regulation

Promote children’s academic competence
school engagement and school readiness

Develop children’s problem solving skills
12
Dinosaur Child Programme Content
• New Friends and School Rules
• Succeeding in School
• Understanding Feelings
• Problem Solving
• Anger Management
• Talking with Friends and Being Friendly
13
Dinosaur School
Small Group and Classroom Models
Small group therapeutic version
 6 children per group (2 leaders)
 2 hours weekly, 20-22 weeks
 High rates of reinforcement, reinforcers,
 Circle time and small group practice
Classroom universal version
 Taught 2-3 times per week, 60 lessons plans, per
year for three years KS1
 Presented in: 20-minute large group circle time
 Practiced in: 20-minute small group activities
 Promoted in lunch, recess, choice time
14
Dina research outcomes

Improved peer relationships

Greater academic engagement


More problem solutions and more
pro-social problem solutions
Reduced behavioural problems
Child and teacher
programmes in Wales


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2000 Pilot Dino therapy programme
for referred children in NHS
2002 Pilot of teacher and child
classroom programmes
2004 Roll out of child and teacher
programmes in Gwynedd
Positive Estyn feedback
2006 RCT of teacher programme
2009 Pilot Dino treatment in school
2010 RCT Dino treatment in schools
First Therapeutic Small
Group Dina evaluation

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Delivered in CAMHS service
9 children, aged 7 - 11, mean
9yrs 3 mos.
4 PRU, one excluded, 1 LD special
school,3 mainstream with support
4 ADHD, 3 with medication
82% mean attendance
17
Results
Effect sizes
of changes



ECBI-I 165.75 - 13.38 p < .05
effect size .83
SDQ impact score 5.75 - 2.13 p <
.01 effect size 1.91
SCRS 180.81 - 136.75 p< .05
effect size 1.03
18
Behaviours most frequently
reported as having improved:

Helping with chores

Anger control

Problem solving, compromising, concentration

Friendship skills and listening to, and following,
instructions
19
Parent report


Child 4’s mother: We go visiting people, he has
calmed down a hell of a lot. At one time he’d
kick off in anybody’s house. He didn’t care who
it was and he’d be touchin all their ornaments,
the lot. To be fair now, its not very often he
seems to kick off. He seems to be able to behave
himself more now.
Child 6’s mother: I used to find it hard to take
him shopping, you know, the two of them, cos he
wanted to go into the shops, he wanted to stay,
but now he’ll come out, you know, when I say.
20

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Child 7’s mother: We went out for a meal
in an Italian restaurant…
Three or four people commented on
[child’s name] within an hour on how good
he had been and isn’t it lovely being able
to come out like this and sit and have a
meal…We’ve been in a restaurant before
and he’s actually jumped on the table,
actually, literally jumped onto the middle
of a table in a restaurant.
21
Child 3’s mother:
 But
his behaviour has changed in such
a way, I mean, he’s accepted into
school, he’s accepted by everybody
else now. He’s not a pain anymore.
Because he was really excluded
before by everybody…. But he’s
noticed people wanna do more with
him, adults want to do more with him
because he’s behavin’ whereas before
it’d be like, God!
22
Classroom Dina
development in Wales
Presentation on small group Dina
for local Health and Education staff
 Two champions emerged from
Gwynedd Education service
 Classroom Dino training funded
for local teachers
 Pilot classroom Dino with small
scale evaluation

23
Initial classroom Dina
evaluation

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Teachers from two schools trained
Implementation in one school
All school staff introduced to the
underpinning classroom
management principles
Supervision and feedback
provided
Parent and teacher feedback
collected
24
Reception class data

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Small sample, at start of school
year
Not all children had difficulties at
outset
Significant improvement on
parent reported SDQ p<.05
25
Parent interviews

Improvements in children’s
vocabulary and attitude to school
work reported
“he seems happier, he’s able to get
what he wants to say out – he’s
less frustrated”
26

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She’s apologising a lot if she does
things to upset her brother - on
her own now, we don’t have to
tell her
He counts to three when he is
angry and uses his “ignoring”
muscle when someone annoys
him
27
School staff interview

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The kids all know the Dino rules and
are more polite to each other
All the children are beginning to learn
and use the principles
I think its becoming a happier school.
The atmosphere is changing, the
teachers are getting used to praising.
It used to be don’t do that! Now that’s
ignored and good things are
concentrated on..the kids are taking
more responsibility for their own
behaviour
28
Initial trial of TCM
programme

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Head teacher in first Dino school had
learned the TCM curriculum from the
book and used it with all school staff
(canteen staff, playground staf,f etc)
whilst implementing the first Dino trial
We concluded TCM gave the essential
underpinning teacher skills for Dino
School and ran two trial TCM courses
Pilot TCM study including teacher
satisfaction and classroom observation
29
First teacher pilot 2002

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23 teachers, 22 women, 2 Local
Authorities
2-32 years teaching mean 17 yrs
15 KS1 (4 - 7 year olds), 2 KS2 (8
- 11 year olds), 3 heads, 3 special
needs
5 days of training, mean 4.7
attendance,
Teacher satisfaction and interview
30
Teacher Report:
Teacher Satisfaction
Questionnaire
Teacher Satisfaction Questionnaire: Mean responses
TSQ Scores (Likert scale 1-5)
5
4
3
2
1
0
Usefulness
Confidence
Ease of use
Home-link
strats
Total
Satisfaction
31
Teacher responses
“It was good to share experiences with other
teacher in similar situations – I no longer felt
I was alone. I just wish I’d had this course as
part of my teacher training!”
“I liked the fact that useful strategies were
highlighted. The flexibility of the course – in
terms of being able to select the strategies
that would work better for me was great.”
32
“I do not raise my voice half as much as I
used to, and give a lot more praise.
Rather, I think before reacting, and it is
good to focus on good behaviour in the
classroom – something that I generally
tended to ignore in the past. This has had
such a positive effect on the children’s
behaviour to each other too.”
33
“I feel I can engage the children’s
attention better. They seem to have more
respect for me and other pupils. They love
being involved in making up rules, and
finding strategies to solve problems. The
best course I ever attended!”
“It was refreshing to come back to the
staff-room after the training, not having to
say that the best thing about the course
was the lunch! It definitely has been a
worthwhile experience for me, and for my
pupils, and I am eager for other members
of my staff to receive this training.”
34
“I am completely transformed! My views
on dealing with misbehaviour have
changed radically – and for the better – as
reflected in my pupils. I have been going
on about the course to my staff – and it’s
just a shame that some teachers fail to
realise the applicability of adopting a new
perspective. I think the only way that they
would benefit would be if they all had the
opportunity of attending the course.”
35
Pilot TCM observation
study 2004

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Direct observation in classroom
by blind observers
30 minutes, frequency counts
of teacher and child behaviour
21 classrooms
10 trained teachers, 11
untrained
36
Results: pilot study

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Trained teachers:
Used more direct commands
Allowed longer time allowed for
compliance
Increased teacher praise
Children show
Reduced non-compliance/increased
compliance
Increased positive behaviours to
both teachers and pupils
37
Full scale roll out of TCM
and Dino in Gwynedd

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County decision on roll out TCM and
Classroom Dino
Four volunteer schools per year
Part-time secondment of head teacher
to do training and supply cover funded
By 2005 - 16 schools trained and
running classroom Dino programme
School inspection results good
Project taken to scale with full time
secondment of head teacher to train
remaining 80 schools over a three year
period - completed in 2008
38
The teacher classroom management
RCT study summary of findings

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12 classrooms
11 schools
Observed teacher and child
behaviour
High, moderate and low risk
children identified using the
teacher completed Strengths and
Difficulties Questionnaire (SDQ)
39
Significant changes in
teacher behaviour

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More positives
Less negatives
More praise
Clearer commands
40
Changes in Pupil Behaviour
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More on-task behaviour
Less non-compliance
More compliance
Less negative behaviour to
teacher
Less negative to other children
Generally more positive and less
negative
41
Ysgol Abercaseg, Bethesda, Gwynedd
School Inspectors report 2006

Pupils personal and social
development is promoted effectively
through activities such as Ysgol
Dina, circle time and school council.
…. This is an outstanding aspect of
the provision and it makes a key
contribution towards the family
ethos generated throughout the
school.
42

The school has played a prominent
role in developing the WebsterStratton programme. As a result
there has been a significant
improvement in pupils attitudes
towards learning and the overall
standard of their behaviour
43

The nursery and reception children
are completely at ease in class and
are able to concentrate for
increasing periods as they take part
in the various activities. They
behave well and complete their work
with genuine enthusiasm and
understanding. During ‘Ysgol Dina ‘
sessions they relate well to each
other and discuss their feelings with
ease.
44
Oldford School, Welshpool,
School Inspectors report 2007

During PSE sessions, with puppets
Dina and Wally, children showed
exceptional sensitivity to the
problems of others and how
difficulties might be resolved
45
Ysgol Bro Lleu (2008)

Pupils’ spiritual, moral, social and cultural
development is fostered very effectively
by a coherent strategy which incorporates
and brings together aspects of the
curriculum, personal and social education,
circle time, services, the use of the
‘Webster-Stratton’ scheme and
procedures for promoting good behaviour
and developing emotional intelligence. The
strategy ensures that there is progression
and balance across the school and the
manner in which it is implemented is an
outstanding feature of the school.
Gwynedd (2008)

The local authority has adopted
the Webster-Stratton programme
in all its primary schools to target
poor behaviour . . . As a results,
incidences of challenging
behaviour in primary schools have
reduced
Latest development: school based
small group Dina programme
 Additional academic skill coaching for
high-risk children may not be effective
without basic social and emotional
competencies
 Many schools in North Wales have
teachers trained in IY TCM and deliver
the IY Classroom Dina Curriculum
 Would an additional dose of the Dino
curriculum delivered in the small group
therapeutic format help them?
The Bro Lleu trial

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The idea was piloted in one school
Teachers and classroom support
staff trained to deliver it
Trial of 10 sessions
Results showed children in cause
for concern range benefited
Gwynedd partnered with us to get
funds for a larger RCT
Current Dina trial

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£400k from Lottery grant
22 schools, three counties trained
teachers and classroom support
staff, supply cover funded
225 KS1 children identified by
teacher SDQ as ‘cause for concern’
Randomly allocated 1:1 to
intervention or W/L control
All materials and supervision
Trial is ongoing but enthusiasm
from teachers
Research measures
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Demographics (child and teacher)
Parent report on child behaviour
and own mental wellbeing
Teacher report on child behaviour,
academic attainment and teacher
stress
Child problem solving test
Classroom observation
Peer interaction observation
Preliminary feedback - Phase 1
schools
 Good partnership between researchers,
seconded teacher and schools
 Teachers prepared well for sessions
 Set individual goals for children
 Reinforce the work in the classroom
 Praised children for effort
 Children were solving problems on yard
and could explain how they succeeded
 Support for children who had difficulties
with home activities for various reasons
Current situation



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13 phase 2 schools now delivering
150 participants in phase 2 (79 in
phase 1 in 9 schools)
Project protocol published
Final data collection June –
August 2012
Project funded to June 2013
Results out over the coming year

Taking parenting into school to
strengthen home-school links
Delivering the School Readiness
parent programme in Schools




A four session parent programme to
prepare children for school and build
home-school links
Two sessions on play, two on
promoting children’s interest in books
School staff delivering it to parents of
newly enrolled pupils, we are
evaluating it with a PhD student
Positive response from schools,
results due later this year
Other projects in the
pipeline



MRes to do further work on a
sensitive scoring scheme for the
Schedule of Growing Skills
MREs to evaluate early
implementation of the KiVa
antibullying programme
PhD funded for PREPARE a web
based parenting programme to
develop children’s school readiness


Application for funding for a
development officer to work with
local Authorities in delivering
evidence based programmmes
effectively
A grant application with Oxford
and Cape Town Universities to
develop and evealuate a
programmme for carers of
vulnerable children including HIV
orphans
Conclusions



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

The IY parent programmes have been
taken up across Wales and the UK,
The child and teacher programmes
less well developed in UK but Wales is
taking the lead
It is important to establish that these
programmes work here
Teacher, parent and child responses
are enthusiastic
Estyn reports are positive
Good quality research trials in Wales
show that child and teacher behaviour
improves
58
Thank you
j.hutchings@bangor.ac.uk
59