Policy Challenge
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Program Type
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32
4
6
Early Childhood Behavior
Incredible Years (eECB)
47
17
Evaluation Effect Average Age Observations Experimental Evaluation Country Intervention
Webster-Stratton 1998 31 4 310 Yes United States 2-hour weekly training of parents and training of Head Start teachers
Webster-Stratton 2001 5 4 272 Yes United States Training of parents and monthly training of Head Start teachers
Reedtz 2011 25 3 119 Yes Norway 2-hour weekly parenting group meetings with trained nurses
Scott 2001 50 5 110 Yes United Kingdom 2-hour weekly group parenting sessions with homework assignments
Gardner 2006 51 6 64 Yes United Kingdom 2-hour weekly group parenting sessions with homework assignments
Taylor 1998 73 5 30 Yes Canada Weekly group parenting sessions, 1 individual session with therapist

Graph of Effects

This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
Evaluation Effects Low Value High Value Weight in Average Effect (%)
Gardner 2006 51 14 87 11
Reedtz 2011 25 -6 55 15
Scott 2001 50 20 79 15
Taylor 1998 73 25 121 8
Webster-Stratton 1998 31 15 46 27
Webster-Stratton 2001 5 -14 24 24
Overall