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Citation:Kratochwill, 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.

Annotation:
This study reports on an intervention designed to increase academic performance among American Indian children age 4-9 and to reduce classroom problem behaviors. The Families and Schools Together program (FAST) was adapted and implemented in schools in three American Indian nations in Wisconsin. The posttest showed statistically significant differences-between control students and those in the intervention group-in two areas rated with the Child Behavior Checklist: the Aggressive Behavior scale (teacher-rated) and the Withdrawn scale (parent-rated). The one year follow-up data indicated that FAST students remained less withdrawn and also exhibited relatively greater academic improvement. The study included children in grades K-2 from 100 families of American Indian descent. Data were collected from randomly assigned control and experimental groups; half of the students were assigned to the FAST condition and the other half were in a non-FAST control condition. Over 3 years, there were 7 cycles of the FAST program, each lasting 8-weeks long. Researchers collected pretest, posttest and follow-up data (9 to 12 months later) for multiple indicators of academic and behavioral performance. This study provides much needed research on the role of families in the education of American Indian children. The purpose and population of this study is relatively specific; results may not generalize to other populations.

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