Incredible Years vs Triple P

Debate on two evidence-based parenting

programs

Amanda, Sarah, Lindsay & Elysa

Agenda
Overview of Incredible Years
o Focus on School Age Basic Parent Program
Overview of Triple P
o Focus on Level 4
Incredible Years Debate
o Arguments for
o Arguments against
o Rebuttal
Triple P Debate
o Arguments for
o Arguments against
o Rebuttal

The Triple P and Incredible Years are the two

best (well-known) parent programmes
which cooperate with families and the society,
reduce the risk factors and support the
protective factors.
The programmes also offer a
multidisciplinary approach with high
evidence standards, use randomized
controlled studies and yield long-term
results.
(Arkan, Ustun & Guvenir, 2013)

Overview: Incredible Years

The Incredible Years series of programs is an
evidence-based approach to childhood
behavioural problems, suitable for
professionals working in a variety of settings,
namely parents and teachers.

Program Objectives
The program is utilized for:
Children with obvious disruptive behaviour problems
At-risk families through community health or education
setting
As part of the core curriculum in schools and early
learning centres
ADHD, internalizing problems and developmental and
language delays

Program Goals
Short-Term Goals:
Improved parent-child
interactions, building positive
relationships and attachment.
Improved teacher-student and
teacher-parent relationships,
proactive classroom
management skills.
Prevention, reduction, and
treatment of conduct behaviors
and emotional problems
Promotion of child social
competence, emotional
regulation, positive attributions,
academic readiness, and
problem solving

Long-Term Goals:
Prevention of conduct disorders,
academic underachievement,
delinquency, violence, and drug
abuse

Incredible Years Programs

There are five basic parenting programs that target key developmental
stages:
IY Baby Program (0-12 months)
3 IY Basic Programs (Toddler 1-3 years, Preschool 3-6 years, School Age 612 years)
Advance Parenting Program (4-12 years)
There are two child programs using the Dinosaur School Social
Emotional Skills and Problem Solving Curriculum: Small Group
Dinosaur Child Treatment Program (ages 4-8 years)
Classroom Dinosaur Prevention Program (ages 3-8 years).
There are two teacher programs:
Teacher Classroom Management Program (student ages 3-8 years)
Incredible Beginnings Program (student ages 1-5 years)

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Incredible Years Programs

There are five basic parenting programs that target
key developmental stages:
IY Baby Program (0-12 months)
3 IY Basic Programs (Toddler 1-3 years, Preschool 3-6 years,

School

Age 6-12 years)

Advance Parenting Program (4-12 years)
There are two child programs using the Dinosaur School Social
Emotional Skills and Problem Solving Curriculum: Small Group
Dinosaur Child Treatment Program (ages 4-8 years)
Classroom Dinosaur Prevention Program (ages 3-8 years).
There are two teacher programs:
Teacher Classroom Management Program (student ages 3-8 years)
Incredible Beginnings Program (student ages 1-5 years)
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BASIC Parenting Program

The primary goals of the program are to improve the
parents skill at managing their childs aggression and
problem behaviour and to improve their relationship.
The curriculum includes:

Parent-child play skills

Praise

Ignoring

Limit setting

Reward systems

Effective consequences

12

BASIC Parenting Program

The program teaches parents to:
Increase the amount of praise they give their children and reduce the
use of criticism and negative commands.
Set limits by replacing spanking and harsh discipline with non-violent
discipline techniques and increased monitoring of children.
Feel more confident about themselves and their parenting skills.
Solve problems and communicate positively with their family.
Gain their children's cooperation, leading to a more positive
relationship
13

14

Program Delivery
Collaborative
Vignettes (more than 300 vignettes 1-3 minutes each)
Discussion
Practice

Home activities

15

Program Sessions

Group Sessions
Sessions are lead by leader (Masters level)
2-hour weekly sessions
10-14 participants ideally
Multiple family members encouraged
Varying durations
o
o

Prevention 14 weeks
Treatment 18-20 weeks

16

Program Sessions
5 phases of parental learning
Pregroup
Initial Stage
Transition Stage
Working Stage
Ending Phase

17

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Trainer Qualifications
For Incredible Years Parenting Training (IYPT)
variety of backgrounds (social work,
psychology, nursing, medicine, education)
Highly recommended
one course in child
development
training in social learning theory
one of two leaders should have a Masters
degree or higher.
21

Training and Program Cost

School Age Basic Program: $1300
The Incredible Years: A Troubleshooting Guide for Parents
of Children Aged 2-8 years $17.95

Cost to train leaders at Seattle workshop

o
o

3 day (21 hours) parent teacher or child training

$500
1 day update or consultation $200

Cost to train leaders at host agency

o

$1500-$2000 per day ($4500-$6000) for up to 25

staff trained
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Materials
Basic Parenting Program
Comprehensive leader manual including how to administer, questions for
discussion, activities, interpretation of DVD vignettes
7 DVD set for weeks 12-20 group sessions (Limit Setting, Ignoring,
Problem Solving, and Time Out sample groups)
Weekly Refrigerator notes for parents (reminders)
Home activities for school-aged basic series
Book: The incredible years: a trouble shooting guide for parents of children
aged 2-8 years
Piggy bank refrigerator magnet
Parenting pyramid poster which illustrates how the series builds
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Program Evaluation
Rated 1 - Well-Supported by Research Evidence
o California Evidence-Based Clearinghouse (www.cebc4cw.org)
o Scientific Rating Scale based on the published, peer-reviewed research

Summary of findings from RCTs

o Studies conducted by developer and independent researchers
o Reductions in parental depression and stress; increases in positive

family communication and problem solving, nurturing parenting

interactions, and replacing harsh discipline with proactive methods;
increases in school involvement
o Reductions in child externalizing and internalizing problems at school
and at home
o 10 year follow-up of families with children with conduct problems
o multiple studies show that Incredible Years reduces disruptive
behavior up to several years after termination of the intervention
(Borden, Schultz, Herman, & Brooks, 2010; Leijten, Raaijmakers, Orobio de Castro, Van den Ban, & Matthys, 2015).)

24

Program Evaluation
Meta-analyses:
o
o
o
o

50 studies evaluating IYPT for disruptive and

prosocial child behaviour.
results indicate IYPT is effective intervention and
well-established
initial severity of behaviour is strongest predictor of
intervention effects
Successful in improving child behaviour in diverse
families
(Menting,

Orobio de Castro, Matthys, 2013).

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Program Evaluation
Other Studies:
o

improved parenting and child behaviour in families of

socioeconomic disadvantaged children and
variations in ethnic background.
reduced parent-reported disruptive behaviours in
children, reduced harsh and inconsistent discipline,
and increase in praise and incentives
(Leijten,

Raaijmakers, Orobio de Castro, Van den Ban, & Matthys, 2015).

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27

Overview: Triple P

The Triple P Positive Parenting Program is one of the most effective

evidence-based parenting programs in the world, backed up by more
than 30 years of ongoing research. Triple P gives parents simple and
practical strategies to help them confidently manage their childrens
behaviour, prevent problems developing and build strong, healthy
relationships. Triple P is currently used in 25 countries and has been
shown to work across cultures, socio-economic groups and in many
different kinds of family structures.
www.triplep.net
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Theoretical Assumptions
Five key assumptions
about positive parenting:
1. Create a safe, interesting
environment
2. Have a positive learning
environment
3. Use assertive discipline
4. Have realistic expectations
5. Take care of yourself as a parent
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Self-Regulatory Framework
Positive parenting requires:
o

Self-sufficiency

Self-efficacy

Self-management

Problem-solving

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Overview: Triple P
5 levels of Service Delivery:
Level 1 - Universal
Level 2- Light touch
intervention
Level 3- Targeted counselling for
Parents
Level 4 - Parents of children with
severe behavioural difficulties
Level 5 - Intensive support for
families with serious problems
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Overview: Triple P
Specialty programs:
Stepping Stones - for children with disabilities
Pathways - for parents at risk of child maltreatment (above level 5)
Lifestyle - group program for parents of overweight children aged
from 5 to 10 years
Family Transitions - separation or divorce
Indigenous People - tailored program delivery: designed in
consultation with Australian Aboriginal elders: intended to better suit
the needs of Indigenous families (Australia and Canada)
Grandparents - support for 3 generations

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Triple P: Level 4
Level 4 Triple P aims to prevent
worsening of severe behavioral,
emotional and developmental
problems in children and
adolescents by enhancing the
knowledge, skills, and confidence
of parents. Practitioners are
trained to create a supportive
learning environment, for parents
to receive and discuss practical
information about parenting skills,
that they can incorporate into
everyday interactions with their
children.
www.cebc4cw.org

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Level 4: Target Population

Parents or caregivers of children ages 0-12 with moderate to
severe behavioral or emotional difficulties
o aggressive behavior
o ODD/CD
o difficult behaviors associated with learning problems
o multiple behavior problems
Parents who want to learn more about positive parenting
o lack of positive parenting strategies
o high partner conflict or other family stress
No direct services for the children or adolescents themselves

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Parent Website

(www.triplep.net)

Children

Teens

Is this your family?

Is this you?

Other parents don't seem to have it as tough as you.

You never imagined things would get this bad. Life with

Your child constantly misbehaves. Your family life is full

your teenager is a constant struggle. There's probably a

of frustration, anger and tears. There's probably a lot of

lot of shouting and your child's behaviour seems out of

shouting and your child may even be aggressive

control. Perhaps your son is aggressive or violent.

perhaps hitting you, the furniture or his brothers and

Maybe you don't know where your daughter is at night.

sisters. In fact, everyday from breakfast to bedtime is

Whatever the problems are, your family home has

a battle. If this sounds familiar, there are two types of

become a very unhappy place.

Triple P that could help.

35

Level 4: Program Outcomes

Increase parents ability to support healthy
development and manage behavior problems /
developmental issues
Decrease parents use of coercion and
punishment and increase use of positive
parenting strategies
Increase parents confidence and reduce
parenting stress
Decrease behavior problems in children
Improve parenting partners communication
about parenting issues
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Level 4: Delivery Options

1. 8 Week Group Session
o 5 2-hour sessions
o 3 20-minute phone calls
o 8-12 parents per group

2. 10 Week Individual Sessions

o 10 1-hour sessions
o consultant in home

3. Online Version
o 8 modules
o self-paced
o chat support available 24/7

4. Workbook Version
o self-paced

*It is recommended that all options

are delivered over 2-3 months.

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Level 4: Delivery Settings

1. School
2. Home
o
o
o
o

Birth home
Adoptive home
Foster care
Kinship care

3. Community Setting
o Agency
o Hospital
o Outpatient clinic
o Residential care

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Level 4: Program Delivery

Developmentally appropriate interventions
Wide range of examples and strategies
Specific goal setting for individual parents
Focus on generalization across contexts and maintenance of newly
acquired skills
Focus on self-management and self-sufficiency
Flexible adaptations, e.g. longer delivery time for parents with limited
literacy skills

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Level 4: Program Delivery

Various media
o
o
o
o

practitioner presentations
workbooks
parent DVD collections
online modules and chat

Homework practice exercises reviewed each session

o
o
o
o
o
o

positive parenting strategy implementation

practice sessions with child
problem-solving exercises
videos
readings
discussions with parenting partner

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Overall Program Delivery

Principle of minimal sufficiency increases
cost effectiveness as the level of service
offered is matched to client needs:
o Tailored intervention intensity to meet
individual family needs and familys level of
risk
o Assess level of risk via intake interview,
questionnaires, ongoing monitoring
o Administer assessments after completion of
Level 4 Triple P to determine if family
would benefit from Level 5
o The higher the risk, the more intensive the
intervention offered
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Level 4:
Training & Qualification
Practitioner training courses offered to individuals with:
o Post-high school degree in health, education, child care, social
work
o Exceptions made in some circumstances (e.g. other hands-on
work with parents in need)
o 1 practitioner can deliver Level 4 services
o Triple P recommends an organization have 4 trained practitioners
on staff

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Level 4: Costs
Practitioner Training
o In-house training at an agency:
Training of 20 practitioners
$29,130
Exclusive of food, venue cost, trainer accommodation
o External training of individual practitioner:
$2,040/person
Inclusive of food, venue & accommodation

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Level 4: Costs
Other Costs
o
o
o
o

DVDs
Audio-visual equipment
Workbooks - $26.20 each (often subsidized or sliding scale)
Considerations: venue, food, promotion of the program, childcare
and transportation as needed

Agency Providing Triple P Parent training:

Practitioner salaries for training parents ~40 work hours per Level 4
group: 10 hours directly with parents, 15 hours telephone consult, 15 hours
preparation and paperwork.

Triple P Parent training:

o Free to parents in Canada through Parent Link Centers
www.parentlinkalberta.ca (excluding possible workbook cost)
44

Level 4: Accessibility
Multiple countries (~25)
Multiple languages (materials and service provision)
o English, Arabic, Berber, Chinese, French, Greek, Japanese,
Malay, Portuguese, Romanian, Swedish, Turkish, Vietnamese

45

Level 4: Program Evaluation

Rated 1 - Well-Supported by Research Evidence
o California Evidence-Based Clearinghouse (www.cebc4cw.org)
o Scientific Rating Scale based on published peer-reviewed research
o 8 RCTs cited, 10+ studies
Summary of findings from RCTs
o Practitioner-assisted delivery modes most associated with reduction in
behavior problems and improved parental competency (Leung et al.,
2003; Sanders et al., 2000; Sanders et al., 2002)
o Improved relationship satisfaction and communication between
parenting partners, reduced parenting conflict (Ireland et al., 2003;
Zubrick et al., 2005)
o Gains are maintained at 1+ year follow-up (Sanders et al., 2000;
Sanders et al., 2002; Zubrick et al., 2005)
o Effective across cultures (Leung et al., 2003; Mash & Barkley, 2006)
46

Level 4: Program Evaluation

Meta-analyses:
o Effectiveness of Level 4 Triple P for reduction of
behavior problems in children (de Graff et al., 2008)
15 studies
significant reduction in problem behaviors
gains maintained over time
o

Effectiveness of Level 4 Triple P for improvement of

parenting competency (de Graff et al., 2008)

19 studies
significant reduction in dysfunctional parenting
significant improvement in parenting competency
gains maintained over time
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Level 4: Program Evaluation

Other studies:
o Parenting strategies are viewed as acceptable by a
variety of ethnic groups (Morawska et al., 2011)
Australian study, 14 ethnic groups (defined by researchers)
participants rated strategies as highly acceptable and
highly useful
participants rated program materials as very culturally
appropriate
o

Cost-effective for CD (Mihalopoulos et al., 2006)

Triple-P is cost-effective use of public health funds to
prevent/treat CD as long as it effectively reduces the
prevalence rate of CD by 7% or more
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Debate

49

Arguments for Incredible

Years
Culturally sensitive delivered to multi-cultural groups in the
USA, Canada, and UK.
Research evidence numerous randomized control group studies
by the developer as well as independent researchers in several
countries.
Programs with ADHD focus - content helps teach parents to
manage behaviours, improvement seen with children of ADHD as well
as difficult to manage behaviours
Role Plays - allow for parents to practise and problem solve
through scenarios they may encounter at home
50

Arguments for Incredible

Years
Programming for Teachers and Children - specialized teacher
training for school implementation and child groups to address childrens
behaviour, problem solving and social skills.
Advanced Parenting Program - ages 4-12 years to building Basic
program skills. Advanced program focuses on interpersonal issues and problem
solving
Significant decrease in behaviours - less violent behaviours exhibited
in children whose parents completed IYPT. Increase in social skills and
problem solving in relation to comparison study.
Supplementary Materials - can be purchased to aid leaders in presenting
groups (e.g. Book: Collaborating with parents to reduce childrens behavior
problems, DVDs: Experts in action: cross cultural parent groups program,
Game: Child and parents conversation card game, Visual supports: Calm Down
thermometer posters). YouTube channel for reference.
51

Arguments for Incredible

Years
Comprehensive information packets-Self-study protocol to
learn the program while awaiting training. IY encourages to watch
experts in action DVDs which shows implementation of program
Organization only needs to purchase the program onceWith purchase of full program, materials provided for 25 copies.
Leaders may make copies for subsequent groups

52

Arguments Against
Incredible Years
Structure of program options
o Only one basic level of service for parents of school-aged children
The Advanced Parent Program focuses on different topics
(interpersonal issues and problem solving)
o If parents with children with behavior problems are the target
audience, this program may not be sufficient.
o The basic program may also be too much depending on level of
familys need.
o Overall, the lack of tailored levels may reduce cost-effectiveness of
services offered.

53

Arguments Against
Incredible Years
Limited delivery modes
o Only group sessions
o No individual treatment, workbook, or online options
o Limiting for individuals with unique needs: no childcare, no
transport, rural and remote locations, particular family needs,
those resistant to a group setting (Sanders et al., 2012)
o Limited options may be a barrier to services being utilized by
the public

54

Arguments Against
Incredible Years
Cost for Parents and Guardians
o Not available free of charge in Canada
o Agencies that must refer parents out for a parenting program:
would be more likely refer parents to a free program

Accessibility of trainings for parents

o Not as widely utilized in Canada.

Accessibility of trainings for practitioners

o MA level educational requirement
o Limits training individuals who may work directly with target
populations
55

Rebuttal

56

Debate

57

Top Arguments for Level 4 Triple P #1

Strong evidence base for Level 4
efficacy
o Many RCTs
o Studies conducted in multiple countries
o Also empirical evidence for other levels of
Triple P
Research-supported theoretical basis
o Based on social learning principles - this
approach has strongest empirical support
for treatment and prevention of
childhood conduct disorders (de Graff et
al., 2008)
58

Top Arguments for Level 4 Triple P #2

Flexible modes of delivery to maximize reach
o Group, individual, online or workbook
o Allows for differentiation for clients who may be more
comfortable with a particular instructional mode
o Allows for differentiation for remote clients or those
who may be homebound due to limited childcare
o Informative Website

This program is ideal for parents who cannot access Triple P in

person due to locality, shift work, and waitlists to access
programming. www.triplep.net
59

Top Arguments for Level 4 Triple P #3

Tailored to target population
o Parents of children with moderate to severe
behavioral difficulties (e.g. ODD/CD)
o Parents with limited parenting strategies or high
parenting partner conflict
o Key resource

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Overall Arguments for Triple P

Flexible & Adaptable levels of service
o Level 5 can be offered to families who need more intensive
intervention.
o Assessments allow for accurate identification of these individuals

Cost for Parents and Guardians

o Available free of charge in Canada: Parent Link Center
o Alberta-FSCD subsidized Triple P
higher level in home supports
o Some organizations subsidize workbook cost
sliding scale ($26.20)

Culturally and linguistically appropriate

o Research supports cross-cultural applicability
o Indigenous Triple P
o Available in many languages (programming and materials)
61

Arguments against Triple P

High cost
o $29, 130.00 for group of 20 - Level 4

(2040.00/person)
o Choosing trainers? More cost effective to go to outside agencies which
could lead to less cohesive team
o Program has many levels that families can utilize if Level 4 is not
suitable, requiring additional training to offer Levels 1-3, 5

Not as practical for general use

Triple P concentrates on more severe behaviour difficulties

The levels are made to build on each other, it is possible that in
order for level 4 to be effective you must take 1-3 previously?

Directed towards Parents and Caregivers only

There is no child component in Triple P, where as in IY they have
child targets programs

62

Arguments against Triple P

Online Training has less have favourable
outcomes
better outcomes with practitioner run versions
Does not require a Masters trained professional
IY uses a Masters trained leader, therefore supplying a more
trained professional that could be used as a valuable resource for
the family

Shorter sessions than IY

The shorter amount of sessions may not yield as positive results.

For children with severe behaviour parents may need more
practice and guidance.

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Rebuttal

64

Incredible
Years

Strengths

Weaknesses

Cost

Low cost of training Leaders, can train 15-25

people for reasonable cost

Not funded by Alberta

Government for parents,
agencies would typically train
their own clientele.

Service Delivery

Group settings with role plays, vignettes and

homework, discussions and parent support in
generalization skills to home.
Options for children to participate in other training
Delivery in any location (home, school, hospital,
community)

Only group presentation, no

individual or online options

Program structure

Multiple levels for age groups

Parent, Child and Teacher programs
Advanced Parenting Program for a more indepth
training
Leader qualification - recommended 1 Masters
level

Programs separated by age

not behavioural severity

Accessibility

Utilized worldwide across varying demographics

Can be implemented in easily accessible locations

No online options, less rural

accessibility

Research/
Evidence

30+ years of RCTs showing effectiveness

-Rated 1-Well supported by research by
California Evidence-based Clearinghouse

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Triple P

Strengths

Weaknesses

Cost

-Free access for parents through Parent Link centers:

-Subsidized by FSCD
-Level of service matched to clients needs

-High cost of training

practitioners

Service
Delivery

-Workshops, practitioner in home, parent groups,

telephone consults
-Homework, videos, workbooks, handouts, problemsolving, readings, practice strategies
-Available through Parent Link across Canada
-FSCD in Alberta
-School: Home: Community Settings

-Online and phone consults have

limited evidence when they are
the sole provision of service
-No direct service for the children
themselves

Program
structure

-Multiple Levels-Level 4 specifically for severe

behavioural and emotional difficulties (ODD/CD)
-Flexible and Adaptable: Specialty Programs
-Children and Teens separate programs
-Research supported theoretical basis
-Practitioner Qualification: post-high school degree

-Level 4 may not best meet the

needs of the family

Accessibility

-Ease of access-online/self directed (locality, shift

work, single parents, waitlists)
-Multiple Languages: Multiple Countries
-Well developed website

-Online and self-paced may not

best meet the needs of the family

Research/
Evidence

-Strong Evidence base (RCTs)

-Rated 1-Well supported by research (California
Evidence-based Clearinghouse)
-Supported by the Government of Canada

-Less evidence for online,

telephone consult and self-paced
vs. practitioner directed service
provision
66

What do you think?

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References
Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). The effects of the Triple P-Positive Parenting
Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive
difficulties. Journal of Abnormal Child Psychology, 30(6), 571-587.
Borden, L.A., Schultz, T.R., Herman, K.C., & Brooks, C.M. (2010). The incredible years parent training
program: promoting resilience through evidence-based prevention groups. Group Dynamics: Theory,
Research, and Practice, 14(3) 230-241. doi: 10-1037/a0020322.
De Graff, I., Speetjens, P., Smit, F., De Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P
Positive Parenting Program on behavioral problems in children. Behavior Modification, 32, 714-735.
doi: 10.1177/0145445508317134
De Graff, I., Speetjens, P., Smit, F., De Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P
Positive Parenting Program on parenting: A meta-analysis. Family Relations, 57, 553-566. doi:
10.1111/j.1741-3729.2008.00522
Leijten, P., Raaijmakers, M.A.J., Orobio de Castro, B., Van den Ban, E., & Matthys, W. (2015).
Effectiveness of the incredible years parenting program for families with socioeconomically
disadvantaged ethnic minority backgrounds. The Journal of Clinical Child and Adolescent
Psychology, 0(0), 1-15. doi:10.1080/15374416.2015.1038823.
Mash, E. J. & Barkley, R. A. (2006). Treatment of childhood disorders (3rd ed.) New York: Guilford
Press.

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References
Menting AT, Orobio de Castro B, Matthys W. (2013). Effectiveness of the incredible years parent
training to modify disruptive and prosocial child behavior: a meta-analytic review. Clinical
Psychology Review 33(8): 901-913.
Mihalopous, C., Sanders, M. R., Turner, K. M. T., Murphy-Brennan, M., & Carter, R. (2007). Does the
Triple P-Positive Parenting Program provide value for money? Australian and New Zealand Journal
of Psychiatry, 41, 239-246.
Morawska, A., Sanders, M., Goadby, E., Headley, C., Hodge, L., McAuliffe, C., Pope, S., & Anderson,
E. (2011). Is the Triple P-Positive Parenting Program acceptable to parents from culturally diverse
backgrounds? Journal of Child and Family Studies, 20, 614-622. doi: 10.1007/s10826-010-9436-x
Sanders, M. R., Baker, S., Turner, K. M. T. (2012). A randomized controlled trial evaluating the
efficacy of Triple P Online with parents of children with early-onset conduct problems. Behaviour
Research and Therapy, 50, 6675-684. doi: 10.1016/jbrat.2012.07.004
Sanders, M. R., Markie-Dadds, C., Tully, L. A., & Bor, W. (2000). The Triple P-Positive Parent
Program: A comparison of enhanced, standard and, behavioral family intervention for parents of
children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68(4),
624-640.

Websites:
http://incredibleyears.com

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References
Sanders, M. R., Pickering, J. A., Kirby, J. N., Turner, K. MT., Morawska, A., Mazzucchelli, T., Ralph,
A., & Sofronoff, K. (2012). A commentary on evidenced-based parenting programs: Redressing
misconceptions of the empirical support for Triple P. BMC Medicine, 10, 145-149. Retrieved from:
www.biomedcentral.com/1741-7015/10/145
Scott, S., Briskman, J., & OConnor, T.G. (2014). Early prevention of antisocial personality: long-term
follow-up of two randomized control trials comparing indicated and selective approaches. Journal of
American Psychiatry, 171(6), 649-657.
Webster-Stratton, C., Reid, M.J., & Stoolmiller, M. (2008). Preventing conduct problems and
improving school readiness: evaluation of the incredible years teacher and child training programs in
high-risk schools. The Journal of Child Psychology and Psychiatry, 49(5), 471-488. doi:
10.1111/j.1469-7610.2007.01861.x
Websites:
http://incredibleyears.com
www.triplep.net
www.cebc4cw.org

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