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Prevention science focuses on the development of evidence-based strategies that reduce risk factors and enhance protective factors to improve the health and wellbeing of individuals, families, and communities. Full implementation of the PAX GBG has positive outcomes for classroom performance, mental health, and substance use prevention.
Prevention science focuses on the development of evidence-based strategies that reduce risk factors and enhance protective factors to improve the health and wellbeing of individuals, families, and communities. Full implementation of the PAX GBG has positive outcomes for classroom performance, mental health, and substance use prevention.
PAX IMPROVES
PAX IMPROVES
CLASSROOM PERFORMANCE
CLASSROOM PERFORMANCE
Students in PAX Classrooms demonstrated…
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. (3)
Teachers in PAX Classrooms demonstrated…
Teachers in PAX Classrooms demonstrated…
higher efficacy in student engagement, instructional strategies, and classroom management. (4)
reduced stress after implementing PAX. (5)
PAX IMPROVES
PAX IMPROVES
MENTAL HEALTH OUTCOMES
MENTAL HEALTH OUTCOMES
SUBSTANCE USE PREVENTION
SUBSTANCE USE PREVENTION
Students in PAX Classrooms demonstrated…
Students in PAX Classrooms demonstrated…
remarkably fewer problematic behaviors. (6)
reduced risk for mental, emotional, and behavioral disorders. (7)
fewer symptoms of depression. (8)
fewer school-related injuries and symptoms of aggression. (9, 10)
reduced rates of bullying. (8)
decreased suicide ideation and fewer attempts. (11)
Students in PAX Classrooms demonstrated…
Students in PAX Classrooms demonstrated…
decreased tobacco use. (12)
reduced alcohol use. (12)
decreased illicit drug including opioid abuse. (13)
less overall service use for drug abuse or psychiatric disorder. (14)
Sources
Sources
- 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.
- Fruth, J. D., (2014). Impact of a universal prevention strategy on reading and behavioral outcomes. Reading Improvement. 51(3). 281-290.
- 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.
- 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).
- 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.
- 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
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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