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Students in PAX Classrooms demonstrated…

Higher scores on statewide standardized math and reading tests than their peers

  • Higher scores on statewide standardized math and reading tests than their peers
  • Higher reading levels than their peers
  • Higher graduation and college entrance rates

Teachers in PAX Classrooms demonstrated…

  • Higher efficacy in student engagement, instructional strategies, and classroom management
  • Reduced stress after implementing PAX

PAX IMPROVES MENTAL HEALTH OUTCOMES

Students in PAX Classrooms demonstrated…

  • Remarkably fewer problematic behaviors
  • Reduced risk for mental, emotional, and behavioral disorders
  • Fewer symptoms of depression

PAX REDUCES SUBSTANCE USE

Students in PAX Classrooms demonstrated…

  • Decreased tobacco use and reduced alcohol use
  • Decreased illicit drug use, including opioid abuse
  • Less overall drug abuse or psychiatric disorder in young adulthood

PAX IMPROVES YOUTH DEVELOPMENT OUTCOMES

Youth in clubs and other settings experienced…

  • Improved behavior, collaboration, and engagement
  • Reductions in symptoms of depression

PAX IMPROVES YOUTH WORKER EFFECTIVENESS

Youth Workers became more proficient in…

  • Workplace skills and efficacy
  • Delivering supportive care and confidently serving youth

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.
https://doi.org/10.1080/15377903.2015.1056925

Fruth, J. D. (2014). Impact of a universal prevention strategy on reading and behavioral outcomes.
Reading Improvement, 51(3), 281–290. https://doi.org/10.1037/e527842014-001

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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. https://doi.org/10.1037/a0016586

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Embry, D., Van Ryzin, M., Biglan, T., & Fruth, J. (2019). Increasing efficacy in a population-level implementation.
Journal of Psychology and Behavioral Science, 7(2), 102–108. https://www.researchgate.net/publication/339476625_Increasing_Efficacy_in_a_Population-level_Implementation

Johansson, M., Biglan, A., & Embry, D. (2020). The PAX Good Behavior Game: One model for evolving a more nurturing society. Clinical Child and Family Psychology Review, 23(4), 462–482. 

 

 

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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.
https://doi.org/10.1017/S0140525X13001593

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Fruth, J. (2024). First in flight: Population-level prevention in Ohio.
International Educational Scientific Research Journal, 10(4).

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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.
https://doi.org/10.1007/s11121-018-0881-x

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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.
https://doi.org/10.1023/A:1022137920532

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Furr-Holden, C. D. M., 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.
https://doi.org/10.1016/j.drugalcdep.2003.10.002

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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(Suppl 1), S6–S18.
https://doi.org/10.1007/s11121-012-0296-z

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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.
https://doi.org/10.1016/j.drugalcdep.2008.01.004

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Fruth, J., Irving, C., Fechner, A., & Embry, D. (2023). PAX Tools: Behavioral support programming for youth workers.
Relational Child and Youth Care Practice, 35(3).

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Fruth, J., Irving, C., Fechner, A., & Embry, D. (2024). Population-level PAX: Prevention programming across the youth system of care.
Journal of Education and Social Policy, 11(1), 9–19.
https://doi.org/10.15640/jesp.v11n1a2

Publications Library Search through over 250 publications on PAX results

Some users may experience problems retrieving articles. If you need an article and are unable to access it, please email info@paxis.org. 

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Attention Bias to Threat in Maltreated Children: Implications for Vulnerability to Stress-Related Psychopathology.

OBJECTIVE: Previous research in adults implicates attention bias in posttraumatic stress disorder (PTSD). To study...
American Journal of Psychiatry

Teaching Mainstreamed Children to Manage Daily Transitions.

Daily transitions between activities (for example, from play to academics, from circle time to outdoor...
Teaching Exceptional Children

But They Can Do It in My Room.

A major source of frustration among both regular and special education teachers is the difficulty...
Teaching Exceptional Children

Who Are We Not Calling On? A Study of Classroom Participation and the Implementation of the Name Card Method

This study involved observing a second-grade classroom to investigate how the teacher called on students,...
http://www.eric.ed.gov/ERICWebPortal/ search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED448141&ERICExtSearch_Search- Type_0=no&accno=ED448141

Using Index Cards to Introduce a Subject.

By using the index card method to introduce a topic for class discussion, professors can...
College Teaching

Evidence of positive selection acting at the human dopamine receptor D4 gene locus.[see comment].

Associations have been reported of the seven-repeat (7R) allele of the human dopamine receptor D4...
Proceedings of the National Academy of Sciences of the United States of America

PAX GBG Impact Estimator

Predicted Benefits of PAX GBG in Your School, District, Tribe or Community When First Grade Students Reach Adulthood After 1-2 Years of PAX GBG Exposure*

1.359Fewer young people will need any form of special education services
879More boys will likely graduate from high school
1.055More boys will likely enter university
1.402More girls will likely graduate from high school
1.096More girls will likely enter university
154Fewer young people will commit and be convicted of serious violent crimes
1.519Fewer young people will likely develop serious drug addictions
1.039Fewer young people will likely become regular smokers
560Fewer young people will likely develop serious alcohol addictions
766Fewer young women will likely contemplate suicide
1.039Fewer young men will likely attempt suicide
$205.716.000Predicted financial net savings to students, families, schools, communities, state/federal governments
$23,67Estimated Cost of PAX GBG Materials Per Child for Lifetime Protection
$22,00Estimated Cost of External Training & Technical Supports Per Teacher Prorated per Child's Lifetime
$26,80Estimated Cost of Internal Supports for Implementation and Maintenance by Teachers Prorated per Child's Lifetime

Note: The forecasts are based on multiple randomized, longitudinal control trials... Coypright © 2013-14, PAXIS Institute, All rights reserved.

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Note: The forecasts are based on multiple randomized, longitudinal control trials of the active ingredients of this evidence-based practice. Benefits will vary as consequence of the quality of implementation, training, supports, commitment, and other variables; the predicted impact is greater for first-grade children with higher entering risks for internalizing and externalizing disorders. The cost savings and lifetime benefits increase if trained teachers use this evidence-based strategies in succeeding years for new entering cohorts of grade one children. While PAX GBG has well documented immediate benefits for students, teachers and schools in other grades, limited randomized longitudinal data exist to forecast similar benefits for other grades at this time. Coypright © 2013-14, PAXIS Institute, All rights reserved. This estimator may not be used for any other evidence-based program than PAX Good Behavior Game®