A fourth successful evaluation of an intervention offering families group support has cemented its position as a well proven program. 

Published in the Journal of School Psychology, the results of the latest study show that Families and Schools Together (FAST) improved adaptability and reduced bad behavior among the children who took part. 

FAST seeks to strengthen the bond between parents and children, improve family functioning and enrich social networks. Those taking part go to weekly group meetings where proceedings include a meal at the family table, singing and parent-led activities. Over the same two-month period, parents are also coached in responsive play techniques and given parenting advice. 

Regular attendance is intended to build trust and friendships among parents and to broaden their social support networks. Previous studies have shown that more than three quarters of those who take part form enduring friendships with those they meet at the group sessions.

The trial by researchers from Wisconsin and Middlesex universities showed that FAST made a considerable impact on family “adaptability” - a measurement of the extent to which families are willing to change to meet the developmental needs of their children. Adaptable families are considered to be willing and able to mold the power structures, roles and rules of the household for the good of the child. 

FAST has also had a noticeable though smaller beneficial impact on children’s behavior – often a central policy concern, due to its influence on the smooth running of schools. But it has so far been unable to make inroads into internalizing problems, such as anxiety and depression. 

The latest study followed the progress of 134 Wisconsin children using a paired randomized control design. Some families were recruited from the general population, but teachers were also asked to identify children considered to be at risk of behavior problems. 

FAST has already been implemented in more than 800 schools. Other randomized controlled trials have confirmed its value, but its popularity stems also from the collaborative principles it embraces. 

Another fundamental component is an implementation committee which includes parents, teachers and local practitioners who reflect the cultural blend of the community.

Drawing on data about school spending on special educational services, the latest evaluation also makes a tentative case for impressive returns on investment. 

Children whose families took part in FAST were less likely to be referred to expensive special education services. Once the cost of implementing the program was taken into account, this still indicated savings estimated as being excess of $150,000. 

For about the value of the communal meal, see There is such a thing as a free lunch – incredible!

See: Kratochwill T, McDonald L, Levin J, Scalia P and Coover G (2009), "Families and schools together: An experimental study of multi-family support groups for children at risk", Journal of School Psychology, 47, 4, pp 245-265.