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Evaluating the IY School Readiness programme: Impact on the academic, social and emotional skills coaching behaviour of parents
Kirstie Pye, Research OfficerNWORTH Clinical Trials UnitBangor University
Background and rationale
Growing numbers of children arrive in school without social and self-regulatory skills
A lack of skills can predict low academic achievement and poor relationships
Early intervention in preschool years is an effective way to prepare children for school success
Need for a shorter, universal programme, delivered to parents as children start school
The IY School Readiness Programme
The effectiveness of the programme has never been researched
The IY School Readiness Programme
Universal programme
Parents of preschool children aged 3 - 5 years
Four weekly 2-hour sessions
Discussion, video-clips, role-play, rehearsal of techniques, group problem-solving, homework assignments
AIMS: Improve children’s school readiness Prevent conduct problems & underachievement
Enhance home-school links
The programme – 2 parts
PART 1: Child-directed playStrengthening social, emotional, and cognitive skillsEmotion coaching and problem-solving Encouraging language skills and creativity
PART 2: Interactive readingEncouraging social, emotional, academic and problem solving skillsHaving fun with books and letting the child be the storyteller
Aims of the evaluation
1. Establish a battery of measures to evaluate the IY School Readiness programme
2. Explore the effectiveness of the IY School Readiness programme for parents of 3 - 5 year old children
3. Detect any difficulties or barriers in implementing the programme
Sample and design
Pre-test post-test repeated measures pilot study
Control and intervention groups assigned on a ‘first come first serve’ basis
10 schools in Conwy and Gwynedd
2 trained leaders per school
46 parents (32 intervention 14 control)
Parents with a child aged 3-5 years in the nursery or reception class of a participating school
Home visits to families at baseline, 6 months, 12 months
Measures
Parents• PDHQ (Hutchings, 1996)• PAROT (Pye et al, in
preparation)• ECBI (Eyberg & Robinson, 1978)• Parent SDQ (Goodman, 1997)• PSOC (Johnston & Mash, 1989) • End of programme
questionnaire• Semi-structured interview
Group leaders• Focus group• Group leader evaluation
questionnaire• Time and cost diary
Primary outcome measure
Play And Reading Observation Tool (PAROT)
Direct observation of parent-child interactions at home
15 minutes shared play and 15 minutes interactive reading
Frequency of parent and child verbal behaviours
5 parent composite categories:
Academic coaching, socioemotion coaching, problem-solving coaching, encouragement/praise, reflection/expansion
3 child categories:
Positive response, negative response, spontaneous vocalisation
Baseline characteristics Demographics
Control(n = 14)
Intervention(n = 32)
Mean child age in months (SD)Mean parent age in years (SD)No. boysNo. fathersNo. Welsh speaking No. single parents No. teenage mums
47.21 (1.28)30.50 (5.22)
90421
45.25 (5.38)34.56 (6.74)
131
1767
No significant differences between the two conditions at baseline for any of the demographic characteristics and outcome measures
Results: PAROT academic coaching
Baseline Follow up 10
5
10
15
20
25
20.24
13.81
19.69
22.02
ControlIntervention
p=.008, d=0.89
Results: PAROT socioemotion coaching
Baseline Follow up 10
1
2
3
4
5
6
2.24
1.79
3.69
5.04
ControlIntervention
p=.013, d=0.87
Results: PAROT encouragement/praise
Baseline Follow up 10
2
4
6
8
10
12
14
16
11.38
9.1410.46
13.38
ControlIntervention
p=.020, d=0.78
Results: PAROT parent non-significant findings
Baseline Follow up 102468
101214161820
ControlIntervention
Baseline Follow up 102468
101214161820
ControlIntervention
PAROT problem-solving coaching PAROT reflection/expansion
Results: PAROT child behaviours
Baseline Follow up 105
101520253035404550
ControlIntervention
Baseline Follow up 10
0.2
0.4
0.6
0.8
1
1.2
1.4
ControlIntervention
PAROT positive response PAROT negative response
Baseline Follow up 102468
1012141618
ControlIntervention
PAROT spontaneous vocalisation
Results: Parent report measures
Baseline Follow up 10
2
4
6
8
10
12
ControlIntervention
Baseline Follow up 10
20
40
60
80
100
120
ControlIntervention
SDQ total difficulties ECBI intensity
Baseline Follow up 102468
1012141618
ControlIntervention
PSOC
Longer-term findings (12 months)
Intervention (n=25) and control (n=6) comparisons from baseline to second follow up (12 months)
No significant differences between the intervention and control conditions for any of the parent verbal behaviour categories
No significant differences between the intervention and control conditions for any of the child verbal behaviour categories
No significant differences between the intervention and control conditions for the SDQ, ECBI, or PSoC parent-report measures
Parent and group leader feedback
89% of parents agreed or strongly agreed that the
relationship between themselves and the teachers who ran the
programme had improved after attending the programme
85% of parents reported a positive effect on the relationship
between them and the school.
100% of parents attended at least one session, 53% attended all 4 sessions The overall mean attendance was 3 sessionsParents (n=27), group leaders (n=14 from 7 schools)
All parents said they found the programme supportive and useful
All schools agreed or strongly agreed that the relationship
between the parents and the school had improved since
the programme
Schools were likely (n=1) or very likely (n=5) to run the
programme again in the future
ConclusionThis was the first known evaluation of the IY School Readiness programme
The programme was effective in increasing key verbal parenting behaviours in the contexts of reading and play
Short-term improvements in parent verbal behaviours (academic coaching, socio-emotion coaching and encouragement/praise) were not maintained over 12 months
Strengthening home-school links
Preliminary evidence that providing support to parents through schools can change parent behaviours
Diolch am wrandoThank you for listening