Study 1
Mother-Reported Behavior Intensity Score
Children in the treatment group had a lower behavior intensity score, compared with children in the control group, as reported by the mother. This indicates that children in the treatment group exhibited behavior problems less often. This difference was statistically significant.
Father-Reported Behavior Intensity Score
Children in the treatment group had a lower behavior intensity score, compared with children in the control group, as reported by the father. This indicates that children in the treatment group exhibited behavior problems less often. This difference was statistically significant.
Father-Reported Total Behavior Problems
Children in the treatment group had fewer total behavior problems, compared with children in the control group, as reported by the father. This difference was statistically significant.
Mother-Reported Total Behavior Problems
Webster-Stratton and Hammond (1997) found that there was no statistically significant difference in total behavior problems, between children in the treatment group (that received only the Incredible Years child training program) and children in the control group, as reported by the mother.
Teacher-Reported Total Behavior Problems
There was no statistically significant difference between children in the treatment and control groups in child behavior problems, as reported by the teacher.
Mother-Reported Parenting Stress Index, Child Domain
Mothers in the treatment group had a lower child domain score on the parenting stress index, compared with mothers in the control group. This indicates that mothers in the treatment group reported less stress due to their child’s behavior. This difference was statistically significant.
Father-Reported Parenting Stress Index, Child Domain
Fathers in the treatment group had a lower child domain score on the parenting stress index, compared with fathers in the control group. This indicates that fathers in the treatment group reported less stress due to their child’s behavior. This difference was statistically significant.
Ratio of Positive-to-Negative Conflict Management Skills
Children in the treatment group demonstrated a higher ratio of positive-to-negative conflict management skills, compared with children in the control group. This indicates that children in the treatment group used positive conflict management strategies (offering prosocial solutions, compromising) more often than negative conflict management strategies (hitting other children, violating rules). This difference was statistically significant.
Social Problem Solving, Friendship
Children in the treatment group were more likely to resolve “friendship” problems (i.e., how to make friends with a new person) with prosocial solutions, compared with children in the control group. This difference was statistically significant.
Social Problem Solving, Object Acquisition
There was no statistically significant difference between children in the treatment and control groups in prosocial problem solving regarding object acquisition (i.e., how to obtain a desired object).
Study 2
Child Conduct Problems at School
Children in the treatment group exhibited fewer conduct problems at school, compared with children in the control group, as reported by the teacher. This difference was statistically significant.
Mother-Reported Child Conduct Problems at Home
Webster–Stratton, Reid, and Hammond (2004) found that children in the treatment group (that received only the Incredible Years child training program) exhibited fewer conduct problems at home, compared with children in the control group, as reported by the mother. This difference was statistically significant.
Father-Reported Child Conduct Problems at Home
There was no statistically significant difference found between children in the treatment and control groups in child conduct problems at home, as reported by the father.
Child Social Competence with Peers
Children in the treatment group demonstrated a higher level of social competence with peers (i.e., initiates interactions with peers, has a lot of friends), compared with children in the control group. This difference was statistically significant.