Please take our brief survey

Blueprints Programs = Positive Youth Development

Return to Search Results

Promising Program Seal

Incredible Years® - Child Treatment

Blueprints Program Rating: Promising

A child treatment program used by counselors and therapists in a small group setting to treat children ages 3-8 years with conduct problems, ADHD, and internalizing problems by enhancing social competence, positive peer interactions, conflict management strategies, emotional literacy, and anger management. The small group treatment program is delivered in 18-22 weekly 2-hour sessions.

Program Outcomes

  • Antisocial-aggressive Behavior
  • Conduct Problems
  • Positive Social/Prosocial Behavior
  • Prosocial with Peers

Program Type

  • Skills Training
  • Social Emotional Learning
  • Teacher Training

Program Setting

  • Community (e.g., religious, recreation)
  • School

Continuum of Intervention

  • Selective Prevention (Elevated Risk)
  • Indicated Prevention (Early Symptoms of Problem)


  • Early Childhood (3-4) - Preschool
  • Late Childhood (5-11) - K/Elementary


  • Male and Female


  • All Race/Ethnicity


  • Blueprints: Promising
  • Crime Solutions: Effective
  • OJJDP Model Programs: Effective
  • SAMHSA: 3.6-3.7

Program Information Contact

Jamila Reid, Director of Operations
Incredible Years, Inc.
1411 8th Avenue West
Seattle, WA 98119 USA
phone: 206-285-7565

Program Developer/Owner

  • Carolyn Webster-Stratton, Ph.D.
  • Incredible Years, Inc.

Brief Description of the Program

The Incredible Years is a series of programs that addresses multiple risk factors across settings known to be related to the development of conduct disorders in children. In all three training programs (Parent, Teacher, Child), trained facilitators use videotaped scenes to encourage group discussion, problem-solving, and sharing of ideas. The parent and teacher components of the series are described in separate write-ups.

Incredible Years Training for Children. The child training component for children aged 3-8 years is comprised of weekly two-hour sessions for 18-19 weeks during which two therapists work with 6-7 children and focus on social skills, conflict resolution, empathy-building, problem solving and cooperation. Teachers and parents receive weekly letters explaining the concepts covered and strategies to reinforce skills taught. Children are assigned homework to complete with their parents and receive weekly good behavior-charts that parents and teachers complete. The child training prevention program is also described in a separate write-up.

See: Full Description


Significant results shown for child training alone (CT), the CT + teacher training (TT), and the CT + TT + parent training (PT) conditions, relative to controls (Webster-Stratton, Reid, and Hammond, 2004):

  • Conduct problems at school and at home with mothers reduced.
  • Teachers less negative.

A second study assessing child training alone (CT) and CT+ parent training (PT), relative to controls, resulted in (Webster-Stratton and Hammond, 1997):

  • Improvements in child behavior problems reported by mothers and fathers.
  • Fewer observed negative behaviors and more prosocial behaviors.
  • Clinically significant improvements in child behavior on Parent Daily Report, and additionally on the Child Behavior Checklist for the CT+PT condition.

Several other studies of child training combined with parent or teacher training also showed benefits on similar sets of outcomes.

Significant Program Effects on Risk and Protective Factors:

  • Significant improvements in child social competence with peers and reductions in mothers' negative parenting among participants in the child training alone (CT) and the CT + teacher training (TT) conditions (Webster-Stratton, Reid, and Hammond, 2004).
  • Less father negative parenting and more mother positive parenting among participants in the CT + TT + PT condition (Webster-Stratton, Reid, and Hammond, 2004).
  • Improvements in social problem-solving and conflict management skills (Webster-Stratton and Hammond, 2007).
  • One of 4 parenting behaviors improved in CT, and 3 of 4 in CT + PT (Webster-Stratton and Hammond, 2007).

Risk and Protective Factors

Risk Factors
  • Individual: Antisocial/aggressive behavior*, Early initiation of antisocial behavior, Hyperactivity
  • Family: Neglectful parenting, Poor family management*, Violent discipline
  • School: Low school commitment and attachment
Protective Factors
  • Individual: Academic self-efficacy, Problem solving skills*, Skills for social interaction*
  • Family: Attachment to parents, Non-violent discipline, Parent social support, Parental involvement in education
  • School: Opportunities for prosocial involvement in education

*Risk/Protective Factor was significantly impacted by the program.

See also: Incredible Years® - Child Treatment Logic Model (PDF)

Training and Technical Assistance

Dinosaur Child Social Skills and Problem Solving Training for Children (ages 4-8) Workshop

This 3-day workshop will present in depth the Dina Child Social Skills & Problem Solving Training for Children to help young children who have behavior problems, such as Oppositional Defiant Disorder and Conduct Disorder. The program focuses on ways to promote children's emotional literacy, anger management, appropriate conflict management strategies, expected classroom behaviors, and positive social skills or friendship behaviors with other children and adults.

The workshop will cover methods for working with small groups of children including role play, rehearsal, videotape and live modeling, group discussion and small group activities. The intervention program is appropriate for use by therapists with small groups of children with behavior problems as "pull out" programs conducted in mental health centers or in schools.

Training Certification Process

The certification for the IY Child Treatment program requires successful completion of:

  • Three-day approved training workshop from a certified trainer for the Small Group DINA program.
  • Completion of two groups, minimum.
  • Feedback from a mentor or trainer - supervision, group consultation, coaching, or phone consultation.
  • Peer review of groups by co-facilitator using the peer-evaluation form.
  • Self-evaluation of two groups using the self-evaluation form.
  • Trainer review of groups or DVDs of groups (two sessions - second one is after feedback from first review is considered).
  • Session checklists for each session, showing the minimal number of sessions delivered and core vignettes shown.
  • Submission of parent final evaluations from two groups. (Evaluation materials are provided with program materials or may be downloaded from our website.
  • Background questionnaire.
  • Application.
  • Two letters of recommendation from other professionals who are able to speak to your background and work with this program.

Once a person has become certified as a group facilitator, s/he is then eligible to be invited to become trained as a peer coach and certified mentor of group facilitators. Becoming a mentor permits the person to train other facilitators in their own agency and to provide mentoring and supervision of their groups.

Brief Evaluation Methodology

Although the original (BASIC) Incredible Years program has been tested and evaluated numerously for more than 20 years, researchers have only more recently begun to test the effectiveness of the additive components, including the child training series. The main study (Webster-Stratton, Reid, and Hammond, 2004) evaluated child training alone, as well as the additive effects of teacher-training in combination with parent training, child training, or both. Participants were recruited from families requesting treatment for their child's conduct problems at the University of Washington Parenting Clinic. Families of 159 4- to 8-year-old children with oppositional defiant disorder were randomly assigned to one of six conditions: parent training (PT), child training (CT), parent training plus teacher training (PT+TT), child training plus teacher training (CT+TT), parent/child/teacher training (PT+CT+TT), and a waitlist control group. The interventions began each Fall from 1995 to 1997 and ended approximately six months later. Baseline, post-intervention and one-year follow up assessments were conducted and reported in one article and two-year follow up results were reported in a second article. One- and two-year follow-ups do not have a control condition, as they had received the intervention by this point.

A second study (Webster-Stratton and Hammond, 1997) evaluated the child training alone and compared to the parent training intervention or a combined training group. Several other studies examined child training in combination with parent or teacher training.

Peer Implementation Sites

Contact Person: Dean Coffey
Organization Name: Children’s Hospital Los Angeles
Address: 4650 Sunset Blvd, Los Angeles, CA 90027
Phone: (323) 660-2450
Organization URL:

Contact Person: Judy Ohm or Angie Clair
Organization Name: Wilder Foundation, Parent Education Center
Address: 451 Lexington Pkwy. North, St. Paul, MN 55104
Phone: 651-280-2606
Organization URL:


Beauchaine, T. P., Webster-Stratton, C., & Reid, M. J. (2005). Mediators, moderators, and predictors of one-year outcomes among children treated for early-onset conduct problems: A latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(3), 371-388.

Drugli, M. B., & Larsson, B. (2006). Children aged 4-8 years treated with parent training and child therapy because of conduct problems: Generalizing effects to day-care and school settings. European Child and Adolescent Psychiatry, 15(7), 392-399.

Drugli, M. B., Larsson, B., Fossum, S., & Morch, W. T. (2010). Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training. The Journal of Child Psychology and Psychiatry, 51(5), 559-566.

Larsson, B., Fossum, S., Clifford, G., Drugli, M., Handegard, B., & Morch, W. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children. European Child Adolescent Psychiatry, 18, 42-52.

Reid, M. J., Webster-Stratton, C., & Hammond, M. (2003). Follow-up of children who received the Incredible Years intervention for oppositional defiant disorder: Maintenance and prediction of 2-year outcome. Behavior Therapy, 34, 471-491.

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, 93-109.

Webster-Stratton, C. H., Reid, M. J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40(2), 191-203.

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.

Webster-Stratton, C., Reid, M.J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: An evaluation of the Incredible Years Teacher and Child Training Program in high risk schools. Journal of Child Psychology and Psychiatry, 49(5), 471-488.