FAST includes three components: outreach to parents, eight weekly multifamily group sessions, and ongoing monthly group reunions for up to 24 months to support parents as the primary prevention agents for their children. Collaborative teams of parents/caregivers, professionals (e.g., substance abuse or mental health professionals), and school personnel facilitate the groups, which meet at the school at the end of the school day. With each cycle of FAST implementation, 30 to 50 students in one grade level and their families can participate.
Although versions of FAST have been developed for families with children of all ages (babies through teens), the research reviewed for this summary included only elementary school children.
Quality of Research
Review Date: December 2008
Documents Reviewed
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.
Study 1Kratochwill, T. R., McDonald, L., Levin, J. R., Bear-Tibbetts, H. Y., & Demaray, M. K. (2004). Families and Schools Together: An experimental analysis of a parent-mediated multi-family group program for American Indian children. Journal of School Psychology, 42, 359-383. Study 2McDonald, L., Moberg, D. P., Brown, R., Rodriguez-Espiricueta, I., Flores, N. I., Burke, M. P., et al. (2006). After-school multifamily groups: A randomized controlled trial involving low-income, urban, Latino children. Children and Schools, 28(1), 25-34. Study 3Kratochwill, T. R., McDonald, L., Levin, J. R., Scalia, P. A., & Coover, G. (2008). Families and Schools Together: An experimental study of multi-family support groups for children at risk. Manuscript in preparation.
Supplementary Materials Layzer, J. I., Goodson, B., Creps, C., Werner, A., & Bernstein, L. (2001). National Evaluation of Family Support Programs. Final report. Volume B: Research studies. Cambridge, MA: Abt Associates. Retrieved from http://www.abtassoc.com/reports/NEFSP-VolB.pdf
McDonald, L., & Villadsen, A. (n.d.). Supplement #1. Overview of FAST evaluation studies.
McDonald, L., & Villadsen, A. (n.d.). Supplement #2. Reliability and validity of standardized instruments used across all three RCTs.
Supplement #3. (n.d.). Programme fidelity assessment strategies and tools.
Outcomes
| Outcome 1: Child problem behaviors |
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Description of Measures
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Child problem behaviors were measured using the following instruments:
- Child Behavior Checklist (CBCL). The externalizing subscale measures delinquent and aggressive behaviors, and the internalizing subscale measures withdrawal, somatic complaints, and anxiety/depression. Using a 3-point rating scale from 0 (not true) to 2 (very true or often true), parents and teachers indicate the extent to which each item describes a child's behavior at home and/or at school within the past 6 months.
- Social Skills Rating System (SSRS), parent and teacher versions. The problem behavior subscale measures internalizing and externalizing behaviors. Parents and teachers rate how often a child exhibits certain behaviors using a 3-point rating scale from 0 (never) to 2 (often).
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Key Findings
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One study compared students in FAST families with students in an assessment-only control group. At posttest, FAST students had significant improvements in teacher-reported externalizing behaviors, teacher-reported aggressive behaviors, and parent-reported withdrawal (all p values < .05) compared with control group students. The effect sizes were small (Cohen's d = 0.36 for externalizing behaviors) and large (Cohen's d = 1.20 for aggressive behaviors and Cohen's d = 0.87 for withdrawal). At 1-year follow-up, FAST participants sustained their improvement in withdrawal compared with control students (p < .05), a finding associated with a large effect size (Cohen's d = 1.92). FAST participants also showed significant improvement compared with control students in the following teacher-reported measures at 1-year follow-up: internalizing behaviors, anxious/depressed behaviors, attention problems, aggressive behaviors, and problem behaviors (all p values < .05). The effect sizes were medium (Cohen's d = 0.51 for internalizing behaviors, Cohen's d = 0.78 for anxious/depressed behaviors, Cohen's d = 0.70 for aggressive behaviors, and Cohen's d = 0.61 for problem behaviors) and large (Cohen's d = 0.92 for attention problems).
Another study compared students in FAST families with those in families receiving eight behavioral parenting pamphlets and family education. At 2-year follow-up, FAST students had significant improvement in teacher-reported externalizing behaviors compared with students in the control group (p < .001). No significant difference was found between groups on internalizing behaviors.
A third study compared students in FAST families with students receiving their school's usual services. At 1-year follow-up, FAST students had significant improvements in parent-reported externalizing behaviors and somatic complaints compared with control group students (all p values < .05). The effect sizes for these findings were small (Cohen's d = 0.42) and medium (Cohen's d = 0.53), respectively.
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Studies Measuring Outcome
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Study 1, Study 2, Study 3
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Study Designs
|
Experimental
|
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Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
| Outcome 2: Child social skills and academic competencies |
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Description of Measures
|
Child social skills and academic competencies were assessed using the following instruments:
- CBCL. The academic performance scale, completed by the teacher, measures the child's specific academic skills, including reading, writing, and math, relative to the skills of other children at the same grade level.
- SSRS, parent and teacher versions. The social skills subscale measures cooperation, assertion, and self-control. The academic competence subscale (in the teacher version only) measures overall academic performance, reading, mathematics, motivation, parental encouragement, intellectual functioning, and classroom behavior. Parents and teachers rate how often a child exhibits certain behaviors using a 3-point scale from 0 (never) to 2 (often).
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Key Findings
|
One study compared students in FAST families with students in an assessment-only control group. At 1-year follow-up, teachers assessed FAST students as having greater academic competence than control students (p < .05), a finding associated with a medium effect size (Cohen's d = 0.77). No significant difference was found between groups on social skills.
Another study compared students in FAST families with those in families receiving eight behavioral parenting pamphlets and family education. At 2-year follow-up, FAST students had significant improvements in social skills and academic performance compared with students in the control group (all p values < .05).
A third study compared students in FAST families with students receiving their school's usual services. No significant difference was found between groups on social skills or academic performance.
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Studies Measuring Outcome
|
Study 1, Study 2, Study 3
|
|
Study Designs
|
Experimental
|
|
Quality of Research Rating
|
3.7
(0.0-4.0 scale)
|
Study Populations
The following populations were identified in the studies reviewed for Quality of
Research.
|
Study
|
Age
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Gender
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Race/Ethnicity
|
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Study 1
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0-5 (Early childhood)
6-12 (Childhood)
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Data not reported/available
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100% American Indian or Alaska Native
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Study 2
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0-5 (Early childhood)
6-12 (Childhood)
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59% Female
41% Male
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100% Hispanic or Latino
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Study 3
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0-5 (Early childhood)
6-12 (Childhood)
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57% Female
43% Male
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40% White
35% Black or African American
13% Asian
12% Hispanic or Latino
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Quality of Research Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
|
Outcome
|
Reliability
of Measures
|
Validity
of Measures
|
Fidelity
|
Missing
Data/Attrition
|
Confounding
Variables
|
Data
Analysis
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Overall
Rating
|
|
1: Child problem behaviors
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4.0
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4.0
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3.5
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3.5
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3.5
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3.5
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3.7
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2: Child social skills and academic competencies
|
4.0
|
4.0
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3.5
|
3.5
|
3.5
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3.5
|
3.7
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Study Strengths All the studies used standardized data collection instruments with well-established psychometric properties. The authors addressed the majority of methodological concerns related to fidelity, attrition, missing data, confounding variables, and analysis.
Study Weaknesses One study implemented an adaptation of the intervention, making it difficult to monitor intervention fidelity. While the ability to modify the intervention is viewed as an important benefit, adaptations are nevertheless problematic in evaluating overall effectiveness.
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Readiness for Dissemination
Review Date: December 2008
Materials Reviewed
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
Families and Schools Together, Inc. (2003). FASTWORKS manual. Madison, WI: Author.
Families and Schools Together, Inc. (2004). FAST PCS training manual. Madison, WI: Author.
Families and Schools Together, Inc. (2004). Middle school FAST: Trainer's resource kit. Madison, WI: Author.
Families and Schools Together, Inc. (2005). Baby FAST program guide. Madison, WI: Author.
Families and Schools Together, Inc. (2008). FAST program guide. Madison, WI: Author.
Families and Schools Together, Inc. (n.d.). FAST research background [DVD]. Madison, WI: Author.
Families and Schools Together, Inc. (n.d.). FAST training presentations [CD-ROM]. Madison, WI: Author.
FAST Web site, http://familiesandschools.org/
McDonald, L. (2004). Baby FAST program manual. Madison, WI: Families and Schools Together, Inc.
McDonald, L. (n.d.). High school FAST program manual. Madison, WI: Families and Schools Together, Inc.
McDonald, L., Morgan, A., Billingham, S., Kiser-Billingham, B., Coe-Braddish, D., Payton, E., et al. (2001). Middle school FAST program manual. Madison, WI: Families and Schools Together, Inc.
McDonald, L., & Scalia, P. (2002). Families & Schools Together (FAST): Interactive CD-ROM. Madison, WI: University of Wisconsin Board of Regents.
McDonald, L., & Scalia, P. (n.d.). FAST babies: Trainer resource kit. Madison, WI: Families and Schools Together, Inc.
Scott, D., McDonald, L., Roessler, J., & Scalia, P. (2007). Multi-site replication manual: Taking FAST to scale. Madison, WI: Families and Schools Together, Inc.
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Implementation
Materials
|
Training and Support
Resources
|
Quality Assurance
Procedures
|
Overall
Rating
|
|
4.0
|
4.0
|
4.0
|
4.0
|
Dissemination Strengths Excellent materials and a strong implementation model support the implementation of this program. Detailed information on funding and sustaining the program is available to administrators. Robust training, consultation, and trainer certification are provided by developers. Training includes comprehensive information for both planning and implementation. Evaluation is seen as an integral part of program implementation and is addressed during training. Numerous evaluation tools and clear instructions for their use support a comprehensive quality assurance package.
Dissemination Weaknesses No weaknesses were identified by reviewers.
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Costs
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements.
|
Item Description
|
Cost
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Required by Developer
|
|
Training package
|
$6,045 plus travel expenses
|
Yes
|
Additional Information The training package includes all required implementation materials, training, the licensing fee, ongoing technical assistance, and an evaluation package.
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Replications
Selected citations are presented below. An asterisk indicates that the document
was reviewed for Quality of Research.
Alliance for Children and Families. FAST, Families and Schools Together. Evaluation report 1996-2002. Retrieved from http://parent.sdsu.edu/pns/96-02fast.htm
Fischer, R. L. (2003). School-based family support: Evidence from an exploratory field study. Families in Society, 84(3), 339-347.
Friese, B., & Davenport, P. (2005). One size does not fit all: How a model program can be adapted to work for different populations. Persistently Safe Schools 2005: The National Conference of the Hamilton Fish Institute on School and Community Violence. Retrieved from http://gwired.gwu.edu/hamfish/merlin-cgi/p/downloadFile/d/16893/n/off/other/1/name/FrieseandDavenport9507Paperpdf/
Guerra, N., & Knox, L. (2008). How culture impacts the dissemination and implementation of innovation: A case study of the Families and Schools Together program (FAST) for preventing violence with immigrant Latino youth. American Journal of Community Psychology, 41(3-4), 304-313. 
McDonald, L., Billingham, S., Conrad, P., Morgan, A., Nina, O., & Payton, E. (1997). Families and Schools Together (FAST): Integrating community development with clinical strategy. Families in Society, 78(2), 140-155.
McDonald, L., Conrad, T., Fairtlough, A., Fletcher, J., Green, L., Moore, L., & Lepps, B. (2009). An evaluation of a groupwork intervention for teenage mothers and their families. Child and Family Social Work, 14, 45-57.
McDonald, L., & Sayger, T. (1998). Impact of a family and school based prevention program on protective factors for high-risk youth. Drugs and Society, 12(1-2), 61-85.
Office of Juvenile Justice and Delinquency Prevention. (November 1999). Juvenile Justice Bulletin. Families and Schools Together: Building relationships. Evaluation results. Retrieved from http://www.ncjrs.gov/html/ojjdp/9911_2/contents.html
Sandler, J. (2007). Community-based practices: Integrating dissemination theory with critical theories of power and justice. American Journal of Community Psychology, 40(3-4), 272-289.
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