The Incredible Years® (IY) is a suite of prevention programs designed to increase a child’s success at school and at home by promoting positive parent, teacher, and child relationships. The program components have been shown to improve school performance, reduce child behavior problems, promote positive and consistent discipline, and support caregivers through a holistic approach involving children, parents, and teachers.

IY addresses the unique needs of each audience through distinct yet integrated components and skill-building programs. Each component has been created to be culturally responsive and developmentally and age appropriate.

  • Dinosaur School includes 60 lessons delivered 2-3 times per week. Trained teachers co-lead the lessons using life-size puppets, engaging activities, games, and video vignettes. The lessons focus on how to solve problems, control one’s anger, self-monitor one’s emotions, succeed in school, and make friends.
  • The Preschool BASIC Parent Program is delivered through a series of 14 weekly parent group meetings. Trained co-leaders guide groups of 7-15 parents as they learn strategies and skills that promote children’s social competence and reduce behavior problems, such as: how to play with children; social, emotional, academic and persistence skills coaching; effective praise and use of incentives; establishing predictable routines and rules and promoting responsibility; effective limit-setting; strategies to manage misbehavior and teaching children to problem solve.
  • In the Teacher Classroom Management (TCM) program, teachers learn positive teaching strategies (focusing on what children are doing well), how to connect to children with challenging behaviors, and how to help those children control their behaviors, among many other essential skills and strategies for classroom management.


Invest in Kids is responsible for the program’s ongoing growth and development, acting as advocate for funding and expansion, and consultant for continuing education and collaboration with program implementers. 

  • Community planning: Ensures that all local communities who have or plan to have The Incredible Years® have the knowledge, skills, and support needed to deliver a strong delivery and sustain the program
  • Training, coaching and fidelity monitoring: Ensures that all implementers are prepared and supported in delivering The Incredible Years® to diverse communities and families
  • Evaluation: Our entity-specific and statewide process and outcomes evaluation gives us the data we need to assist implementing sites and entities in using outcomes for quality improvement
  • Advocacy: Protects state funding for The Incredible Years® through education and advocacy


IIK bridges the gap between research and practice, allowing communities to provide services with proven effectiveness. In order to know that we are successfully bridging that gap, it must be shown that our locally implemented programs achieve results annually that are similar to those produced in the research, which began in 1982. Numerous studies since that time have documented its effectiveness in preventing a wide array of early childhood issues. To that end, we evaluate our programs and our role in implementing them.

Statewide highlights from the 2018-2019 IY Statewide Annual Report include statistically significant gains in the following areas:

  • Children’s social competence, including: Prosocial/Communication Skills, Emotion Regulation Skills and Academic Skills
  • Dinosaur School children’s gains in Dinosaur School skills (e.g., Child uses Dinosaur School language frequently and consistently, Child is able to help other students identify behavioral solutions using Dinosaur School concepts)
  • TCM teachers’ classroom management strategies, including positive management and planning and support
  • TCM teachers’ confidence in managing students’ current and future behavior problems, and promoting students’ social-emotional skills
  • Parent’s increased use of positive parenting, including: Appropriate Discipline, Positive Parenting, and Clear Expectations
  • Parent’s decreased use of negative parenting, including: Harsh Discipline and Inconsistent Discipline

To see the full statewide report from the 2018-2019 school year, please email Erin Albrecht,

If you are interested in learning more about our IIK-IY Classroom Data policy, click here to download a copy. 

Program Materials (requires login)

IY Parent Materials 

IY Coach Materials