The Incredible Years Teacher Program

Program developed by Carolyn Webster-Stratton, Professor and Director of the Parenting Clinic at the University of Washington.

Logic Model created by the Evidence-based Prevention and Intervention Support Center (EPISCenter)
at Penn State University and Carolyn Webster-Stratton, Professor, University of Washington
Program Modalities
Specific strategies, Targeted Risk and Protective
methods, and techniques Proximal (Short-term) Hypothesized Distal
are used to accomplish the
Factors
Teacher Program program goals. Outcomes (Long-term) Outcomes
Components & Goals Targeted outcomes that the
program is designed to impact Outcomes impacted by the
immediately following program program years following program
Goal Setting & School Risk Factors: completion. completion that are hypothesized
Self-Reflective -Poor teacher classroom but follow-up data are not yet
Learning
management skills available.
-Lack of social and emotional Improved Teacher
Video
Component: Modeling curriculum or focus Classroom Management:
IY Teacher Classroom -Teacher stress & lack of
-Proactive classroom
Management Program Role Play & support
management strategies
Behavioral -Number of children in Hypothesized –
Practice -Positive teacher relationships
classroom with conduct Reduced Youth
Goals: with students and parents
problems & deviant peer -Successfully implemented and Antisocial Behavior:
•Enhance teacher Group Support,
Discussion & groups tailored behavior plans
classroom management Problem - Poor parent involvement with -Focus on social, emotional and -Less aggressive &
Solving
skills, proactive schools and with children’s persistence coaching and destructive behavior &
learning goals teaching conduct problems
discipline, positive Cognitive &
Emotional Self- -Reduced teacher stress and -Less likely to become
teacher-student Regulation School Protective Factors: more support
involved with deviant peer
relationships Training
-Positive classroom -Home parent activities to
enhance child’s classroom groups
•Effective behavior Classroom management strategies
learning - Reduce special education
plans & teaching Assignments & -Focus on student social and
Individualized emotional learning and Improved referrals
regarding social & Behavior Plan
problem solving Student Behaviors: -Less likely to drop out of
emotional regulation Teacher Plans -Predictable proactive discipline -Increased social and emotional school
skills Parent Home hierarchies competence with peers in -Greater academic
Activities to classroom
•Positive teacher-parent - Positive teacher-student achievement
Enhance Child’s
Learning relationships -Increased child problem
partnerships solving skills -Less likely to engage in
Involvement in -Positive teacher-parent
Home Activities -Reductions in behavior criminal activities
partnerships
problems -Less use of drug and alcohol
- Support for teachers
Peer Teacher
-Increased academic readiness,
Coaching on task, focused behaviors and
cooperation with teachers and
peers