Prevention. Intervention. Respect.
Tipis in a field

Families and Schools Together (FAST) – American Indian Adaptation (WI)

Families and Schools Together (FAST)

This version of Families and Schools Together (FAST), an evidence-based program that enhances parenting skills, reduces family stress, and encourages family bonding, was specially adapted for an American Indian population and included aspects of both the broader FAST program and culturally specific activities.

The 8-week FAST Program brings multiple families together once a week in dynamic after-school gatherings. In each 2.5-hour session, a trained FAST Team guides families through a scientically structured agenda of evidence-based activities that enhance parenting skills and reduce family stress while encouraging family bonding. As a result, the family unit of the FAST Child is systematically strengthened with experiences based on family therapy principles that help parents be rmly in charge of and lovingly connected to their children. Learn more about Program Structure. Each FAST Session includes group activities as well as one-on-one parent-child interaction and parent group time. Fast-paced and engaging, FAST activities are educational, fun and emotionally rewarding for all participants.

Retrieved from


10405 W. St. Martin's Road

Franklin, WI 53132

(414) 525-6100


The California Evidence-Based Clearinghouse For Child Welfare rates the FAST model as a "3 - Promising Research Evidence" on its Scientific Rating Scale rating the published, peer-reviewed research available. For a list of studies, see

Results for the American Indian Adaptation were assessed in Kratochwill, T.R., McDonald, L., Levin, J.R., Young Bear-Tibbets, H., and 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, as described on

“In the evaluation immediately following FAST graduation, students whose offered the FAST program scored five points lower on teacher observed aggressive behaviors and four points lower on parent observed withdrawn behaviors than their matched comparisons. By the one-year follow up, FAST students were rated as less withdrawn by their teachers (6.6 points less than the control group) and more academically competent (5.6 points more than the control group). Though the FAST students did improve, some of the gap could be attributed to the worsening of scores for the control group. No differences were observed between the FAST students and the control group on measures of reading and math, though teachers did rate FAST students as being more academically competent than their control group counterparts. Moreover, general parent school participation improved across all schools. The authors of the study concluded that parents and children alike enjoyed the program given the 80% graduation rate and positive sentiments expressed at follow up.

“This study used a very small sample. However, given the study’s goal to create a cultural adaptation of a national intervention for a small, at-risk, ethnic population a larger population may have been difficult to obtain.”


Tribally adapted
  • Child
  • Family
  • Child disability
  • Child perceived as problem by parents
  • Child temperament or behavior
  • Exposure to stress
  • Lack of access to prenatal support/Lack of social or parental pregnancy support
  • Attachment to parent(s)
  • Family cohesion
  • Knowledge of parenting and child development
  • Positive school environment
  • Positive social connection and support
  • Relational skills
  • Self-regulation skills
  • Social and emotional competence
  • Strong parent/Child relationship
  • Community involvement/participation/contribution
  • Cultural identity/sense of belonging to cultural group
  • Education
  • Ethnic pride/self-esteem
  • Expressing Native identity