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Quick Resources
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
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
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
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
Fruth, J. (2024). First in flight: Population-level prevention in Ohio.
International Educational Scientific Research Journal, 10(4).
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
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
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
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
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
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).
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
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Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention
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*
| 1.359 | Fewer young people will need any form of special education services |
| 879 | More boys will likely graduate from high school |
| 1.055 | More boys will likely enter university |
| 1.402 | More girls will likely graduate from high school |
| 1.096 | More girls will likely enter university |
| 154 | Fewer young people will commit and be convicted of serious violent crimes |
| 1.519 | Fewer young people will likely develop serious drug addictions |
| 1.039 | Fewer young people will likely become regular smokers |
| 560 | Fewer young people will likely develop serious alcohol addictions |
| 766 | Fewer young women will likely contemplate suicide |
| 1.039 | Fewer young men will likely attempt suicide |
| $205.716.000 | Predicted financial net savings to students, families, schools, communities, state/federal governments |
| $23,67 | Estimated Cost of PAX GBG Materials Per Child for Lifetime Protection |
| $22,00 | Estimated Cost of External Training & Technical Supports Per Teacher Prorated per Child's Lifetime |
| $26,80 | Estimated 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®