Incredible Years ADVANCE is an add-on component to the Incredible Years Preschool BASIC intervention. It is designed to be delivered to families after they have received the BASIC intervention and includes opportunities for the parent and child to attend the intervention together. It is delivered by two IY certified facilitators to groups of five to eight families who have already received the Preschool BASIC intervention, for between nine to 12 additional weekly sessions.
The information above is as offered/supported by the intervention provider.
3 to 8 years old
Group
Incredible Years ADVANCE is part of the Incredible Years series of interventions for children, parents and teachers. It is designed to be offered after either Incredible Years Preschool BASIC (IY Preschool BASIC) or IY School-Age BASIC interventions for families who may need additional support for child-related issues that are particularly entrenched (e.g. oppositional or aggressive behaviours, ADHD, poor social skills, autism spectrum disorders) or parent risk factors, including mental health problems, social isolation, marital conflict, or emotion regulation difficulties.
IY BASIC is delivered by two certified IY facilitators to groups of up to 12 families for 18 to 20 weekly sessions. During these sessions, parents learn strategies for interacting positively with their child and discouraging challenging behaviour.
Incredible Years ADVANCE adds nine to 12 sessions, each lasting 2 to 2.5 hours, to the BASIC intervention. These additional sessions help parents and practitioners consolidate material covered in the BASIC sessions and address topics involving the parents’ behaviour that were not fully explored. These topics include parental communication (both parent to parent and parent to child), emotional self-regulation, problem-solving, and relationship building.
In both the BASIC and ADVANCE models, parent learning is reinforced through discussions, home assignments, video vignettes, role-play practices, and individual goal setting. Video vignettes demonstrate effective communication, emotion regulation, and problem-solving. Structured homework activities between the sessions encourage parents to practise new skills so they can be reviewed during subsequent sessions.
Both the BASIC and ADVANCE models are structured with a manual, but the content allows supports a considerable amount of tailoring based on each family’s individual needs.
3 to 6 years old
Parents of children aged 3 to 6 years diagnosed with oppositional-defiant or conduct disorder
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Young children naturally exhibit challenging and non-compliant behaviours
Challenging child behaviours during preschool and primary school increase the risk of behavioural problems in adolescence.
Science-based assumption
Effective parenting helps children to regulate their own behaviour and reduce the risk of child behavioural problems becoming established
Ineffective parenting strategies can increase the risk of child behavioural problems becoming further entrenched.
Science-based assumption
Parents dealing with stressful family circumstances or child behaviour that is particularly challenging often benefit from additional parenting support.
Intervention
Parents learn:
Age-appropriate expectations for their child
Strategies for establishing predictable family routines
Strategies for promoting positive parent–child interaction through non-directive play
Strategies for reinforcing positive child behaviour through labelled praise
Strategies discouraging challenging child behaviour through age-appropriate discipline.
Short-term
Parents implement effective parenting strategies in the home
The parent’s confidence and self-efficacy as a parent increases
Parent–child interaction improves.
Medium-term
Children are better able to regulate their behaviour and emotions
Children’s behaviour improves
Behavioural problems are less entrenched.
Long-term
Children are at less risk of antisocial behaviour in adolescence
Children are more likely to engage positively with others.
Parents of children aged 3 to 6 diagnosed with oppositional-defiant or conduct disorder.
Incredible Years ADVANCE is delivered in 9 to 12 additional sessions of 2 to 2.5 hours’ duration each by two practitioners to groups of five to eight families.
Two facilitators with experience in a helping profession, trained in the Incredible Years model.
Practitioners have 18 hours of intervention training for the Incredible Years BASIC intervention plus 16 hours of intervention training for the Incredible Years ADVANCE intervention. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by one clinical host agency supervisor (with and advanced qualification in psychology or social work), with two to three years of intervention training.
Contact person: Carolyn Webster-Stratton
Organisation: Incredible Years
Email address: cwebsterstratton1@icloud.com
incredibleyears@incredibleyears.com
Website: https://www.incredibleyears.com/early-intervention-programs/parents
Contact person: Lisa Wallace-Gloria, M.Ed
Organisation: Incredible Years
Email address: lisawg@incredibleyears.com
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Incredible Years Preschool BASIC + ADVANCE Parent Training Curriculum’s most rigorous evidence comes from two RCTS conducted in the United States which are consistent with Foundations’ Level 3 evidence strength threshold. Evidence from at least one level 3 study, along with evidence from other studies rated 2 or better qualifies Incredible Years Preschool BASIC + ADVANCE for a 3+ rating.
Both Incredible Years Preschool BASIC + ADVANCE’s studies identified statistically significant improvements in child behaviour in comparison to children whose parents did not receive the intervention. One study also observed improvements favouring IY Preschool BASIC + ADVANCE children’s interaction with their peers. However, neither study compared the ‘value added’ of IY Preschool BASIC plus ADVANCE to IY BASIC without the ADVANCE components.
IY Preschool BASIC + ADVANCE does have ‘value added’ evidence from a US study consistent Foundations’ L2 evidence strength threshold. This study observed IY Preschool BASIC + ADVANCE was superior to IY BASIC in improving children’s social problem-solving skills and their parents’ problem-solving and communication skills.
Incredible Years BASIC + ADVANCE can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
| Identified in search | 8 |
| Studies reviewed | N/A |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 2 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 4 |
| Study design | RCT |
| Country | United States |
| Sample characteristics | 159 families with concerns about the behaviour of a child between 4 and 8 years old living in the vicinity of Seattle, Washington. All children met the DSM-IV criteria for oppositional-defiant disorder (ODD). |
| Race, ethnicities, and nationalities | 71% White European |
| Population risk factors | 26% of participants were single mothers |
| Timing |
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| Child outcomes |
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| Other outcomes |
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| Study rating | 3 |
| Citations | Webster-Stratton, C., Reid, M. J. & 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. |
| Study design | RCT |
| Country | United States |
| Sample characteristics | Families of 97 children aged 4 to 7 years with conduct problems. |
| Race, ethnicities, and nationalities | 86% White |
| Population risk factors | Families were spread evenly across the income spectrum |
| Timing |
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| Child outcomes |
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| Other outcomes |
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| Study rating | 3 |
| Citations | 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 (1), 93–109. |
| Study design | QED (quasi-experimental design). |
| Country | Netherlands |
| Sample characteristics | 144 families with children aged 4 years living in the vicinity of Utrecht, exhibiting conduct problems |
| Race, ethnicities, and nationalities |
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| Population risk factors | 23 families were receiving other professional help (educational or mental health support) during the intervention |
| Timing |
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| Child outcomes | Improved behaviour (expert observation of behaviour) |
| Other outcomes |
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| Study rating | 2 |
| Citations | Posthumus, J.A ., Raaijmakers, M. A. J., Maassen, G. H., 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. |
| Study design | RCT |
| Country | United States |
| Sample characteristics | 77 families with a child between 3 and 8 years old diagnosed with oppositional-defiant or conduct disorder |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors |
|
| Timing |
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| Child outcomes | Improved social problem-solving (expert observation of behaviour) |
| Other outcomes | Improved couple problem-solving (expert observation of behaviour) |
| Study rating | 2 |
| Citations | Webster-Stratton, C. (1994) Advancing videotape parent training: A comparison study. Journal of Consulting and Clinical Psychology. 62 (3), 583–593. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Brotman, L. M., Gouley, K. K., Huang, K.-Y., Rosenfelt, A., O’Neal, C. & Klein, R.G. (2008) Preventive intervention for preschoolers at high risk for antisocial behaviour: Long-term effects on child physical aggression and parenting practices. Journal of Clinical Child & Adolescent Psychology. 37 (2), 386–396.
Brotman, L. M., Klein, R. G., Kamboukos, D., Brown, E. J., Coard, S. I. & Stout Sosinsky, L. (2003) Preventive intervention for urban, low-income preschoolers at familial risk for conduct problems: A randomized pilot study. Journal of Clinical Child and Adolescent Psychology. 32 (2), 246–257.
Webster-Stratton, C. H. and Reid, M. J. (2011) Combining parent and child training for young children with ADHD. Journal of Clinical Child & Adolescent Psychology. 40 (2), 191–203.
Webster-Stratton, C., Reid, M. J. & Hammond, M. (2001) Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology. 30 (3), 283–302.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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