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PAX Improves Classroom Performance

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Students in PAX Classrooms demonstrated…

  • higher on Statewide Standardized Math and Reading test scores than their peers. [1]

  • higher reading levels than their peers. [2]

  • reduced need for Special Education Services. [3]

  • higher graduation and college entrance rates. [4]

Teachers in PAX Classrooms demonstrated…

  • higher efficacy in student engagement, instructional strategies, and classroom management. [5]

  • reduced stress after implementing PAX. [6]

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Improves Mental Health Outcomes

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Students in PAX Classrooms demonstrated…

  • remarkably fewer problematic behaviors. [7]

  • reduced risk for mental, emotional, and behavioral disorders. [8]

  • fewer symptoms of depression. [9]

  • fewer school-related injuries and symptoms of aggression. [10, 11]

  • reduced rates of bullying. [12]

  • decreased suicide ideation and fewer attempts. [13]

 

Improves Substance Use Prevention

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Students in PAX Classrooms demonstrated…

  • decreased tobacco use. [14]

  • reduced alcohol use. [15]

  • decreased illicit drug including opioid abuse. [16]

  • less overall service use for drug abuse or psychiatric disorder. [17]

National Institutes of Health
Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel’s perspectives in implementing a whole school approach to promote youth mental health.
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Objective

Gain a greater understanding of how PAX GBG approach was viewed by school personnel, in order to improve implementation in remote and northern First Nations communities.

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Results

Implementing the PAX-GBG whole school approach improved students’ behaviour and created a positive school environment.

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PAX in the News

Addressing Suicide Attempts

Clark County expands services amidst increase in suicide attempts.

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Reduced Disruptive Behavior

Bradford Implements PAX Good Behavior Game, with results demonstrating reduced disruptive behavior.

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Students Learn Good Behavior

The teaching of peace and productivity through the Pax program is paying big dividends at area schools.

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PAX Training Comes to Parish

Evangeline Parish is the first in Louisiana to implement the PAX Good Behavior Game training.

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Student Achievement and Whole Child Wellness

"It's not just this pocket of kids that need services, what can we do school-wide to support students?"

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CHADD Magazine Article

Studies show PAX to be a very effective tool for helping school-aged children learn to control their behavior.

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Major Expansion of PAX Good Behavior Game in Montana Schools

"Good Behavior Game teaches emotional resiliency."

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Irle School Set to Begin PAX Good Behavior Game

Game teaches and practices social skills in much the same way as academic skills are taught

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$2.1 million in federal grant money for PAX GBG in Montana

DPHHS say they’re excited for this opportunity in Montana; especially given the state’s history with substance-abuse and suicide.

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Montana: Hill starts contract work for county

“One of the best things about PAX is that many of the kernels (teaching tools) can be used at home or in a virtual or socially distanced learning environment."

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School Suicide Grant Includes Funds for ‘PAX Good Behavior Game’

$372,000 in grants to Montana community organizations, health care providers, and schools to expand current or launch new evidence-based suicide prevention programs.

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Depression Among Students Growing, Educators Say Behavior Game Will Help

"While it’s designed for all students, McGuire says the PAX Good Behavior Game could also provide an important predictable rhythm for homeless students in the classroom."

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Texas: Upshur County School staff sees success after just one semester of good behavior program

"The most important, and probably the most glaring success we have had so far is our reduction in discipline referrals."

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New York: School Suicide Grant Includes Funds for ‘PAX Good Behavior Game’

"$1.6 million in funding to help teachers across New York state implement an initiative that will equip students with the skills necessary to reduce risk factors associated with drug use and addiction. "

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Billings schools battle bad behavior with PAX program

“It’s actually quite exciting. The kids are excited to be PAX leaders. And that enthusiasm also carries over to the teachers. And it’s just a good feeling within the school."

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[1] Weis, R., Osborne, K., & Dean, E. (2015) Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation, Journal of Applied School Psychology. 31(3). 199-218.

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[2] Fruth, J. D., (2014). Impact of a universal prevention strategy on reading and behavioral outcomes. Reading Improvement. 51(3). 281-290.

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[3] Bradshaw, C. P., Zmuda, J. H., Kellam, S. G., & Ialongo, N. S. (2009). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school. Journal of Educational Psychology. 101(4). 926-937.

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[4] Bradshaw, C. P., Zmuda, J. H., Kellam, S. G., & Ialongo, N. S. (2009). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school. Journal of Educational Psychology. 101(4). 926-937.

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[5] Embry, D., Van Ryzin, M., Biglan, T., & Fruth, J. (2019). Increasing efficacy in a population-level implementation. Journal of Pscyhology and Behavioral Science, 7(2).

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​[6] Ghaderi, A., M. Johansson and P. Enebrink (2017). Pilotstudie av PAX i skolan: En kulturanpassad version av PAX Good Behavior Game. Stockholm, Sweden, Karolinska Institutet: 33.

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[7] Wilson, D., Hayes, S., Biglan, A., & Embry, D. (2014). Evolving the future: Toward a science of intentional change. Brain and Behavioral Sciences. 37(4). 395-416. doi: 10.1017/S0140525X13001593

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[8] Jiang, D., Santos, R., Josephson, W., Mayer, T., Boyd, L. (2018). A Comparison of Variable-and Person-Oriented Approaches in Evaluating a Universal Preventive Intervention. Prevention Science, 19(6):738-747.

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[9] Ialongo, N., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology. 27(5). 599-641.

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[10] Krug, E. G., Brener, N. D., Dahlberg, L. L., Ryan, G. W., & Powell, K. E. (1997). The impact of an elementary school-based violence prevention program on visits to the school nurse. American Journal of Preventive Medicine. 13(6). 459-463.

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[11] Musci, R. J., Bradshaw, C. P., Maher, B., Uhl, G. R., Kellam, S. G., & Ialongo, N. S. (2014). Reducing aggression and impulsivity through school-based prevention programs: a gene by intervention interaction. Prevention Science. 15(6). 831-840. DOI: 10.1007/s11121-013-0441-3.

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[12] Ialongo, N., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the     early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology. 27(5). 599-641.

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[13] Wilcox, H. C., Kellam, S. G., Brown, C. H., Poduska, J.M., Ialongo, N. S., Wang, W., & Anthony, J.C. (2008). The impact of two universal randomized first-and second-grade classroom interventions on young adult suicide ideation and attempts. Drug and Alcohol Dependence. 95(1). S60-73. DOI: 10.1016/j.drugalcdep.2008.01.005.

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[14] Furr-Holden, C. D., Ialongo, N. S., Anthony, J. C., Petras, H., & Kellam, S. G. (2004). Developmentally inspired drug prevention: middle school outcomes in a school-based randomized prevention trial. Drug and Alcohol Dependence. 73(2). 149-158.

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[15] Furr-Holden, C. D., Ialongo, N. S., Anthony, J. C., Petras, H., & Kellam, S. G. (2004). Developmentally inspired drug prevention: middle school outcomes in a school-based randomized prevention trial. Drug and Alcohol Dependence. 73(2). 149-158.

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[16] Kellam, S. G., Wang, W., Mackenzie, A. C., Brown, C. H., Ompad, D. C., Or, F., Ialongo, N. S., Poduska, J. M., & Windham, A. (2014). The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood. Preventive Science. 15(1). S6-S18. DOI: 10.1007/s11121-012-0296-z.

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[17] Kellam, S. G., Hendricks Brown, C., Poduska, J., Ialongo, N., Wang, W., Toyinbo, P., Petras, H., Ford, C., Windham, A., & Wilcox, H. (2008). Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and Alcohol Dependence. 95(1) S5-S28. DOI: 10.1016/j.drugalcdep.2008.01.004.