Incredible Years® – Preschool Basic Program

Target Population

IY-Preschool is designed for parents of children who are 3 to 6 years old. The program can be delivered to prevention populations or to higher-risk populations, including parents of children diagnosed with problems such as oppositional defiant disorder and attention deficit hyperactivity disorder (ADHD). 

Dosage

Parents typically receive 14 to 20 weekly group sessions of IY-Preschool. Each group session lasts 2 to 2.5 hours. When delivered as a prevention program, a minimum of 14 sessions is required. When delivered as a treatment program, a minimum of 18 to 20 sessions is required. 

Location/Delivery Setting

Recommended Locations/Delivery Settings

The IY-Preschool program is typically delivered in a community setting and in the home.  

Location/Delivery Settings Observed in the Research

• Mental Health Center, Treatment Center, Therapist Office
• University Community Facility
• Community Center (e.g., religious or recreational facility)

Education, Certifications and Training

Incredible Years® offers a three-day in-person training for IY-Preschool group leaders. The training is highly recommended for all group leaders and is required for group leaders who plan to become certified. It is recommended that at least one of the two leaders working with a group has a master’s degree or comparable education/background. Group leaders who have attended IY-Preschool training can become certified by demonstrating positive participant evaluations, positive trainer/mentor evaluations of videotape review, positive peer review, and satisfactory completion of session protocols. Group leaders come from a variety of backgrounds, including social work, psychology, nursing, medicine or education. Additionally, they should have taken at least one course in child development or social learning theory. 

Program or Service Documentation

Book/Manual/Available documentation used for review

Webster-Stratton, C. (2025). The Incredible Years Preschool Basic Parenting Program version 2.0 (ages 3-6 years): Leader’s guide. 

Incredible Years, Inc. (2025). Preschool Parenting Program 2.0 curriculum set. 

Available languages

Materials for IY-Preschool are available in English, Spanish, French, Danish, Dutch, Finnish, Norwegian, Portuguese, Russian, and Estonian. 

Other supporting materials

Program overview

Certification

Training Workshops

For More Information

Website: http://www.incredibleyears.com/

Phone: (206) 285-7565

Email: incredibleyears@incredibleyears.com

Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.

Results of Search and Review	Number of Studies Identified and Reviewed for Incredible Years® – Preschool Basic Program
Identified in Search	38
Eligible for Review	4
Rated High	2
Rated Moderate	0
Rated Low	2
Reviewed Only for Risk of Harm	0

Outcome	Effect Size	95% Confidence Interval	Implied Percentile Effect	N of Studies (Findings)	N of Participants	Summary of Findings
Child well-being: Behavioral and emotional functioning	0.57	[0.28, 0.85]	21	2 (12)	251	Favorable: 10 No Effect: 2 Unfavorable: 0
Adult well-being: Positive parenting practices	0.68	[0.36, 1.00]	25	2 (5)	179	Favorable: 3 No Effect: 2 Unfavorable: 0
Adult well-being: Parent/caregiver mental or emotional health	0.49	[0.22, 0.76]	18	2 (3)	239	Favorable: 3 No Effect: 0 Unfavorable: 0

Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention condition and a negative number favors the comparison condition. A range of comparison conditions, including no intervention, minimal intervention, placebo or attention, treatment as usual, and head-to-head comparison conditions are eligible for review (see Section 4.1.7 of the Handbook Version 2.0). Different types of comparison conditions may affect the magnitude of the effect sizes across studies. For example, an intervention compared to a no treatment comparison condition may produce a larger effect size than the same intervention compared to another intervention because the other intervention may itself be effective. The effect sizes shown may be derived from samples that overlap across studies. See the Individual Study Findings table for information about the specific comparison conditions used in each study and the Studies Reviewed section for information about any overlapping samples. The effect sizes presented here are provided for informational purposes only and are not used in determining a program or service rating.

Outcome	Effect Size	Implied Percentile Effect	Months after treatment when outcome measured	Number of Participants
Child well-being: Behavioral and emotional functioning
Study 14843 - Incredible Years - Preschool Basic Program vs. Waitlist Control (McGilloway, 2012)
Eyberg Child Behavior Inventory: Intensity Scale	0.79 *	28	3	137
Eyberg Child Behavior Inventory: Problem Scale	0.85 *	30	3	137
Strengths and Difficulties Questionnaire: Total Difficulties	0.53 *	20	3	137
Conners Abbreviated Parent Rating Scale: Hyperactivity	1.01 *	34	3	137
Social Competence Scale	0.90 *	31	3	137
Dyadic Parent-Child Interactive Coding System: Child Positive Behavior	0.27	10	3	74
Dyadic Parent-Child Interactive Coding System: Child Problem Behavior	1.07 *	35	3	74
Study 10707 - IY vs. Waitlist Control (Seabra-Santos, 2016)
Strengths and Difficulties Questionnaire: Hyperactivity (Parent Report)	0.43 *	16	0	114
Preschool and Kindergarten Behavior Scales – Second Edition: Social Skills	0.59 *	22	0	109
Preschool and Kindergarten Behavior Scales – Second Edition: Externalizing Problems	0.44 *	17	0	109
Dyadic Parent–Child Interaction Coding System: Child Pro-Social Behavior	0.49 *	18	0	94
Dyadic Parent–Child Interaction Coding System: Child Deviance and Non-Compliance	-0.02	0	0	94
Adult well-being: Positive parenting practices
Study 14843 - Incredible Years - Preschool Basic Program vs. Waitlist Control (McGilloway, 2012)
Dyadic Parent-Child Interactive Coding System: Critical Parenting	0.64 *	23	3	74
Dyadic Parent-Child Interactive Coding System: Positive Parenting	0.49	18	3	74
Study 10707 - IY vs. Waitlist Control (Seabra-Santos, 2016)
Parenting Scale: Total	0.85 *	30	0	105
Dyadic Parent–Child Interaction Coding System: Positive Parenting	1.09 *	36	0	94
Dyadic Parent–Child Interaction Coding System: Critical Parenting	0.33	12	0	94
Adult well-being: Parent/caregiver mental or emotional health
Study 14843 - Incredible Years - Preschool Basic Program vs. Waitlist Control (McGilloway, 2012)
Parenting Stress Index — Short Form: Total Score	0.75 *	27	3	137
Beck Depression Inventory: Total Score	0.41 *	15	3	137
Study 10707 - IY vs. Waitlist Control (Seabra-Santos, 2016)
Parenting Sense of Competence: Efficacy	0.40 *	15	0	102

*p <.05

Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention condition and a negative number favors the comparison condition. Effect sizes and implied percentile effects were calculated by the Prevention Services Clearinghouse as described in the Handbook of Standards and Procedures, Version 2.0, Sections 6.4 and 6.5 and may not align with effect sizes reported in individual publications. The Prevention Services Clearinghouse uses information reported in study documents and, when necessary, information provided by study authors in response to author queries to assign study ratings and calculate effect sizes (see Section 8.4.2 in the Handbook of Standards and Procedures, Version 2.0). The Prevention Services Clearinghouse typically relies on study-reported p-values to form the basis of the assessment of statistical significance for a finding, but will perform its own statistical test of a finding using any available information in study documents or author queries, as needed (see Section 6.3 in the Handbook of Standards and Procedures, Version 2.0). As a result, the effect sizes and statistical significance reported in the table may not align with the estimates as they are reported in study documents.

Only publications with eligible contrasts that met design and execution standards are included in the individual study findings table.

Full citations for the studies shown in the table are available in the "Studies Reviewed" section.

The participant characteristics display is an initial version. We encourage those interested in providing feedback to send suggestions to preventionservices@abtglobal.com.

The table below displays locations, the year, and participant demographics for studies that received moderate or high ratings on design and execution and that reported the information. Participant characteristics for studies with more than one intervention versus comparison group pair that received moderate or high ratings are shown separately in the table. Please note, the information presented here uses terminology directly from the study documents, when available. Studies that received moderate or high ratings on design and execution that did not include relevant participant demographic information would not be represented in this table.

For more information on how Clearinghouse reviewers record the information in the table, please see our Resource Guide on Study Participant Characteristics and Settings.

Characteristics of the Participants in the Studies with Moderate or High Ratings
Study Location	Study Year	Demographic Characteristics	Populations of Interest*	Household Socioeconomic Status
Study 10707 - IY vs. Waitlist Control
Characteristics of the Children and Youth
Portugal	2009	Average age: 56 months; Age range: 3-6 years 73% Male	--	--
Characteristics of the Adults, Parents, or Caregivers
Portugal	2009	Average age: 35 years	100% Primary caregivers ; 4% Single parents	--
Study 14843 - Incredible Years - Preschool Basic Program vs. Waitlist Control
Characteristics of the Children and Youth
Ireland	2008	Average Age in Months: 58	--	--
Characteristics of the Adults, Parents, or Caregivers
Ireland	2008	--	100% Parents	--

“--” indicates information not reported in the study.

* The information about disabilities is based on initial coding. For more information on how the Clearinghouse recorded disability information for the initial release, please see our Resource Guide on Study Participant Characteristics and Settings.

Note: Citations for the documents associated with each 5-digit study number shown in the table can be found in the “Studies Reviewed” section below. Study settings and participant demographics are recorded for all studies that received moderate or high ratings on design and execution and that reported the information. Studies that did not report any information about setting or participant demographics are not displayed. For more information on how participant characteristics are recorded, please see our Resource Guide on Study Participant Characteristics and Settings.

Sometimes study results are reported in more than one document, or a single document reports results from multiple studies. Studies are identified below by their Prevention Services Clearinghouse study identification numbers. To receive a rating of supported or well-supported, the favorable evidence for a program or service must have been obtained from research conducted in a usual care or practice setting.

Studies Rated High

Study 10707

Azevedo, A. F., Seabra-Santos, M. J., Gaspar, M. F., & Homem, T. C. (2013). The Incredible Years Basic Parent Training for Portuguese preschoolers with AD/HD behaviors: Does it make a difference? Child & Youth Care Forum, 42(5), 403-424. https://doi.org/10.1007/s10566-013-9207-0

Homem, T. C., Gaspar, M. F., Seabra-Santos, M. J., Canavarro, M. C., & Azevedo, A. (2014). A pilot study with the Incredible Years Parenting Training: Does it work for fathers of preschoolers with oppositional behavior symptoms? Fathering, 12(3), 262-282. https://doi.org/10.3149/fth.1203.262

Homem, T. C., Gaspar, M. F., Santos, M. J. S., Azevedo, A. F., & Canavarro, M. C. (2015). Incredible years parent training: Does it improve positive relationships in Portuguese families of preschoolers with oppositional/defiant symptoms? Journal of Child and Family Studies, 24(7), 1861-1875. https://doi.org/10.1007/s10826-014-9988-2

Seabra-Santos, M. J., Gaspar, M. F., Azevedo, A. F., Homem, T. C., Guerra, J., Martins, V., Leitao, S., Pimentel, M., Almeida, M., & Moura-Ramos, M. (2016). Incredible Years parent training: What changes, for whom, how, for how long? Journal of Applied Developmental Psychology, 44, 93-104. https://doi.org/10.1016/j.appdev.2016.04.004

This study was conducted in a usual care or practice setting (Handbook Version 2.0, Section 7.2.2)
In addition to full sample analyses, this study also reported analyses that included the following subgroups:
Study 14843

McGilloway, S., Mhaille, G. N., Bywater, T., Furlong, M., Leckey, Y., Kelly, P., Comiskey, C., & Donnelly, M. (2012). A parenting intervention for childhood behavioral problems: A randomized controlled trial in disadvantaged community-based settings. Journal of Consulting and Clinical Psychology, 80(1), 116-127. https://doi.org/10.1037/a0026304

McGilloway, S., NiMhaille, G., Bywater, T., Leckey, Y., Kelly, P., Furlong, M., Comiskey, C., O'Neill, D., & Donnelly, M. (2014). Reducing child conduct disordered behaviour and improving parent mental health in disadvantaged families: A 12-month follow-up and cost analysis of a parenting intervention. European Child & Adolescent Psychiatry, 23(9), 783-794. https://doi.org/10.1007/s00787-013-0499-2

O'Neill, D., McGilloway, S., Donnelly, M., Bywater, T., & Kelly, P. (2013). A cost-effectiveness analysis of the Incredible Years parenting programme in reducing childhood health inequalities. The European Journal of Health Economics, 14(1), 85-94. https://doi.org/10.1007/s10198-011-0342-y

This study was conducted in a usual care or practice setting (Handbook Version 2.0, Section 7.2.2)

Studies Rated Low

Study 10683

Leckey, Y., McGilloway, S., Hickey, G., Bracken-Scally, M., Kelly, P., & Furlong, M. (2019). A randomised control trial of parent and child training programmes (versus wait list control) for children with ADHD-type behaviours: A pilot study. Child Care in Practice, 25(4), 419-438. https://doi.org/10.1080/13575279.2018.1481368

This study received a low rating because the standards for addressing missing data were not met.
Study 15676

Saunders, R., Brack, M., Renz, B. et al. (2020). An evaluation of parent training interventions in Scotland: The Psychology of Parenting Project (PoPP). Journal of Child and Family Studies 29, 3369–3380. https://doi.org/10.1007/s10826-020-01817-y

This study received a low rating because none of the target outcomes met measurement standards.

Studies Not Eligible for Review

Study 10657

Brotman, L. M., Gouley, K. K., Chesir-Teran, D., Dennis, T., Klein, R. G., & Shrout, P. (2005). Prevention for preschoolers at high risk for conduct problems: Immediate outcomes on parenting practices and child social competence. Journal of Clinical Child and Adolescent Psychology, 34(4), 724-734. https://doi.org/10.1207/s15374424jccp3404_14

Brotman, L. M., Gouley, K. K., Huang, K., Rosenfelt, A., O'Neal, C., & Klein, R. G. (2008). Preventive intervention for preschoolers at high risk for antisocial behavior: Long-term effects on child physical aggression and parenting practices. Journal of Child and Adolescent Psychology, 37(2), 386-396. https://doi.org/10.1080/15374410801955813.

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10671

Hurlburt, M. S., Nguyen, K., Reid, J., Webster-Stratton, C., & Zhang, J. (2013). Efficacy of the Incredible Years group parent program with families in Head Start who self-reported a history of child maltreatment. Child Abuse & Neglect, 37(8), 531-543. https://doi.org/10.1016/j.chiabu.2012.10.008

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10672

Hutchings, J., Gardner, F., Bywater, T., Daley, D., Whitaker, C., Jones, K., Eames, C., & Edwards, R. T. (2007). Parenting intervention in Sure Start services for children at risk of developing conduct disorder: Pragmatic randomised controlled trial. BMJ, 334, Article 678. https://doi.org/10.1136/bmj.39126.620799.55

Edwards, R. T., Céilleachair, A., Bywater, T., Hughes, D. A., & Hutchings, J. (2007). Parenting programme for parents of children at risk of developing conduct disorder: Cost effectiveness analysis. BMJ, 334, Article 682. https://doi.org/10.1136/bmj.39126.699421.55

Gardner, F., Hutchings, J., Bywater, T., & Whitaker, C. (2010). Who benefits and how does it work? Moderators and mediators of outcome in an effectiveness trial of a parenting intervention. Journal of Clinical Child and Adolescent Psychology, 39(4), 568-580. https://doi.org/10.1080/15374416.2010.486315

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10675

Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2007). Efficacy of the Incredible Years Basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: Care, Health and Development, 33(6), 749-756. https://doi.org/10.1111/j.1365-2214.2007.00747.x

Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2008). Efficacy of the Incredible Years Programme as an early intervention for children with conduct problems and ADHD: Long-term follow-up. Child: Care, Health and Development, 34(3), 380-390. https://doi.org/10.1111/j.1365-2214.2008.00817.x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10677

Karjalainen, P., Kiviruusu, O., Aronen, E. T., & Santalahti, P. (2019). Group-based parenting program to improve parenting and children's behavioral problems in families using special services: A randomized controlled trial in a real-life setting. Children and Youth Services Review, 96, 420-429. https://doi.org/10.1016/j.childyouth.2018.12.004

Karjalainen, P., Santalahti, P., Aronen, E.T., Kiviruusu, O. (2021). Parent‑ and teacher‑reported long‑term effects of parent training on child conduct problems in families with child protection and other support services: a randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 15(7), Article 7. https://doi.org/10.1186/s13034-021-00358-6

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10680

Kong, M. M., & Au, T. K. (2018). The Incredible Years Parent Program for Chinese preschoolers with developmental disabilities. Early Education and Development, 29(4), 494-514. https://doi.org/10.1080/10409289.2018.1461987

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10682

Lavigne, J. V., LeBailly, S. A., Gouze, K. R., Cicchetti, C., Pochyly, J., Arend, R., Jessup, B. W., & Binns, H. J. (2008). Treating oppositional defiant disorder in primary care: A comparison of three models. Journal of Pediatric Psychology, 33(5), 449-461. https://doi.org/10.1093/jpepsy/jsm074

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10688

McCann, D. C., Thompson, M., Daley, D., Barton, J., Laver-Bradbury, C., Hutchings, J., Coghill, D., Stanton, L., Maishman, T., Dixon, L., Caddy, J., Chorozoglou, M., Raftery, J., & Sonuga-Barke, E. (2014). Study protocol for a randomized controlled trial comparing the efficacy of a specialist and a generic parenting programme for the treatment of preschool ADHD. Trials, 15, Article 142. https://doi.org/10.1186/1745-6215-15-142

Sonuga-Barke, E. J. S., Barton, J., Daley, D., Hutchings, J., Maishman, T., Raftery, J., . . . Thompson, M. J. J. (2018). A comparison of the clinical effectiveness and cost of specialised individually delivered parent training for preschool attention-deficit/hyperactivity disorder and a generic, group-based programme: A multi-centre, randomised controlled trial of the New Forest Parenting Programme versus Incredible Years. European Child & Adolescent Psychiatry, 27(6), 797-809. https://doi.org/10.1007/s00787-017-1054-3

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10690

McIntyre, L. L. (2008). Parent training for young children with developmental disabilities: Randomized controlled trial. American Journal on Mental Retardation, 113(5), 356-368. https://doi.org/10.1352/2008.113:356-368

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10700

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(4), 487-500. https://doi.org/10.1007/s10802-011-9580-9

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 10703

Reid, M. J., & Webster-Stratton, C. (2001). The Incredible Years parent, teacher, and child intervention: Targeting multiple areas of risk for a young child with pervasive conduct problems using a flexible, manualized treatment program. Cognitive and Behavioral Practice, 8(4), 377-386. https://doi.org/10.1016/S1077-7229(01)80011-0

Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in Head Start children: The effects of parent training. Journal of Clinical Child and Adolescent Psychology, 33(2), 279-291. https://doi.org/10.1207/s15374424jccp3302_10

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14831

Axberg, U., & Broberg, A. G. (2012). Evaluation of "The Incredible Years" in Sweden: The transferability of an American parent-training program to Sweden. Scandinavian Journal of Psychology, 53(3), 224-232. https://doi.org/10.1111/j.1467-9450.2012.00955.x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14832

Chhangur, R. R., Weeland, J., Overbeek, G., Matthys, W., & Orobio de Castro, B. (2012). ORCHIDS: An observational randomized controlled trial on childhood differential susceptibility. BMC Public Health, 12, 917-917. https://doi.org/10.1186/1471-2458-12-917

Chhangur, R. R., Weeland, J., Overbeek, G., Matthys, W., Castro, B., Giessen, D., & Belsky, J. (2017). Genetic moderation of intervention efficacy: Dopaminergic genes, The Incredible Years, and externalizing behavior in children. Child Development, 88(3), 796-811. https://doi.org/10.1111/cdev.12612

Weeland, J., Chhangur, R. R., van der Giessen, D., Matthys, W., Orobio de Castro, B., & Overbeek, G. (2017). Intervention effectiveness of The Incredible Years: New insights into sociodemographic and intervention-based moderators. Behavior Therapy, 48(1), 1-18. https://doi.org/10.1016/j.beth.2016.08.002

Overbeek, G. (2017). Parenting intervention effects on children’s externalizing behavior: The moderating role of genotype and temperament. Current Opinion in Psychology, 15, 143-148. https://doi.org/10.1016/j.copsyc.2017.02.025

van Aar, J., Leijten, P., Orobio de Castro, B., Weeland, J., Matthys, W., Chhangur, R., & Overbeek, G. (2019). Families who benefit and families who do not: Integrating person- and variable-centered analyses of parenting intervention Responses. Journal Of The American Academy Of Child And Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2019.02.004

Gubbels, J., Assink, M., Ravesteijn, B., Weeland, J., Chhangur, R. R., Bouwmeester-Landweer, M., van den Heijkant, S. & van der Put, C. E. (2023). Long-term collateral effects of parent programs on child maltreatment proxies: Can administrative data provide useful insights?. Children and Youth Services Review, 155, Article 107260. https://doi.org/10.1016/j.childyouth.2023.107260

Huijzer-Engbrenghof, M., Van Rijn-Van Gelderen, L., Van Den Akker, A., Jorgensen, T. D., & Overbeek, G. (2023). Intervention-induced temperament changes in children: Evidence from a randomized controlled trial of the Incredible Years parent program. Developmental Psychology, 59(10), 1839–1851. https://doi.org/10.1037/dev0001591

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14833

Dionne, R., Davis, B., Sheeber, L., & Madrigal, L. (2009). Initial evaluation of a cultural approach to implementation of evidence-based parenting interventions in American Indian communities. Journal of Community Psychology, 37(7), 911-921. https://doi.org/10.1002/jcop.20336

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14834

Drugli, M. B., Larsson, B., & Clifford, G. (2007). Changes in social competence in young children treated because of conduct problems as viewed by multiple informants. European Child & Adolescent Psychiatry, 16(6), 370-378. https://doi.org/10.1007/s00787-007-0609-0

Drugli, M. B., Fossum, S., Larsson, B., & Morch, W. T. (2010). Characteristics of young children with persistent conduct problems 1 year after treatment with the Incredible Years program. European Child & Adolescent Psychiatry, 19(7), 559-565. https://doi.org/10.1007/s00787-009-0083-y

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14835

Gardner, F., Burton, J., & Klimes, I. (2006). Randomised controlled trial of a parenting intervention in the voluntary sector for reducing child conduct problems: Outcomes and mechanisms of change. Journal of Child Psychology and Psychiatry, 47(11), 1123-1132. https://doi.org/10.1111/j.1469-7610.2006.01668.x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14836

Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years parent, child, and teacher training programs on children's co-occurring internalizing symptoms. School Psychology Quarterly, 26(3), 189-201. https://doi.org/10.1037/a0025228

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14838

Hughes, J. R., & Gottlieb, L. N. (2004). The effects of the Webster-Stratton parenting program on maltreating families: Fostering strengths. Child Abuse & Neglect, 28(10), 1081-1097. https://doi.org/10.1016/j.chiabu.2004.02.004

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14839

Kim, E., Cain, K. C., & Webster-Stratton, C. (2008). The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45(9), 1261-1273. https://doi.org/10.1016/j.ijnurstu.2007.10.002

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14840

Larsson, B., Fossum, S., Clifford, G., Drugli, M. B., Handegård, B. H., & Mørch, W.-T. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children: Results of a randomized controlled trial. European Child & Adolescent Psychiatry, 18(1), 42-52. https://doi.org/10.1007/s00787-008-0702-z

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14841

Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the Incredible Years parenting program for families with socioeconomically disadvantaged and ethnic minority backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1), 59-73. https://doi.org/10.1080/15374416.2015.1038823

Leijten, P., Melendez-Torres, G. J., Knerr, W., & Gardner, F. (2016). Transported versus homegrown parenting interventions for reducing disruptive child behavior: A multilevel meta-regression study. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 610-617. https://doi.org/10.1016/j.jaac.2016.05.003

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14842

Linares, L. O., Montalto, D., Li, M., & Oza, V. S. (2006). A promising parenting intervention in foster care. Journal of Consulting and Clinical Psychology, 74(1), 32-41. https://doi.org/10.1037/0022-006X.74.1.32

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14844

Menting, A. T. A., de Castro, B. O., Wijngaards-de Meij, L. D. N. V., & Matthys, W. (2014). A trial of parent training for mothers being released from incarceration and their children. Journal of Clinical Child and Adolescent Psychology, 43(3), 381-396. https://doi.org/10.1080/15374416.2013.817310

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14845

Patterson, J., Barlow, J., Mockford, C., Klimes, I., Pyper, C., & Stewart-Brown, S. (2002). Improving mental health through parenting programmes: Block randomised controlled trial. Archives Of Disease In Childhood, 87(6), 472-477. https://doi.org/10.1136/adc.87.6.472

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14846

Reedtz, C., Handegård, B. H., & Mørch, W. T. (2011). Promoting positive parenting practices in primary pare: Outcomes and mechanisms of change in a randomized controlled risk reduction trial. Scandinavian Journal of Psychology, 52(2), 131-137. https://doi.org/10.1111/j.1467-9450.2010.00854.x

Reedtz, C., & Klest, S. (2016). Improved parenting maintained four years following a brief parent training intervention in a non-clinical sample. BMC Psychology, 4, Article 43. https://doi.org/10.1186/s40359-016-0150-3

Reedtz, C., Klest, S. K., Aalo, N. M., Rasmussen, I. D., & Vitterso, J. (2019). Results from an RCT on brief parent training: Long term effects on parental quality of life. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00260

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14847

Sampaio, F., Enebrink, P., Mihalopoulos, C., & Feldman, I. (2016). Cost-effectiveness of four parenting programs and bibliotherapy for parents of children with conduct problems. Journal of Mental Health Policy and Economics, 19(4), 201-212.

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14848

Scott, S., & O'Connor, T. G. (2012). An experimental test of differential susceptibility to parenting among emotionally-dysregulated children in a randomized controlled trial for oppositional behavior. Journal of Child Psychology and Psychiatry, 53(11), 1184-1193. https://doi.org/10.1111/j.1469-7610.2012.02586.x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14849

Silva, I. S., & da Fonseca Gaspar, M. F. (2014). Supporting Portuguese residential child care staff: An exploratory study with the Incredible Years Basic Parent Programme. Psychosocial Intervention, 23(1), 33-41. https://doi.org/10.5093/in2014a4

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14850

Stattin, H., Enebrink, P., Özdemir, M., & Giannotta, F. (2015). A national evaluation of parenting programs in Sweden: The short-term effects using an RCT effectiveness design. Journal of Consulting and Clinical Psychology, 83(6), 1069-1084. https://doi.org/10.1037/a0039328

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14851

Stewart-Brown, S., Patterson, J., Mockford, C., Barlow, J., Klimes, I., & Pyper, C. (2004). Impact of a general practice based group parenting programme: quantitative and qualitative results from a controlled trial at 12 months. Archives Of Disease In Childhood, 89(6), 519-525. https://doi.org/10.1136/adc.2003.028365

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14852

Taylor, T. K., Schmidt, F., Pepler, D., & Hodgins, C. (1998). A comparison of eclectic treatment with Webster-Stratton's parents and children series in a children's mental health center: A randomized controlled trial. Behavior Therapy, 29(2), 221-240. https://doi.org/10.1016/S0005-7894(98)80004-X

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 14853

Webster-Stratton, C., & Herman, K. C. (2008). The impact of parent behavior-management training on child depressive symptoms. Journal of Counseling Psychology, 55(4), 473-484. https://doi.org/10.1037/a0013664

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)