The PAX Good Behavior Game® (PAX GBG) is a classroom-based universal preventive intervention used to teach students self-regulation and to build behavioral skills and stamina for focused attention and on-task behavior. Over 50 independent studies, including longitudinal research by Johns Hopkins University, demonstrate that students who receive the PAX Good Behavior Game® have significantly higher academic, behavioral, and lifetime outcomes.
Who should attend training:
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Objectives & Outcomes
Advanced school based trainings for those already trained in initial PAX GBG:
PAX Next Steps training helps teachers further expand and integrate PAX Good Behavior Game strategies. PAX Next Steps supports teachers in recalibrating classroom implementation to improve outcomes by meeting the unique needs of teachers and students using PAX strategies. Additionally, this training demonstrates how to integrate PAX strategies into schoolwide PBIS and MTSS initiatives including how to use PAX Kernels as tiered support.
Who: Educators and staff who have already completed the Initial PAX Good Behavior Game Training, including:
PAX Partner Training equips individuals with the knowledge, skills, and resources needed to support PAX Teachers in implementing the PAX Good Behavior Game® with fidelity. Partners learn to provide guidance, troubleshoot challenges, collect and use data, and align PAX with other school-based initiatives like PBIS. After training, PAX Partners are prepared to support successful and sustainable implementation across classrooms, schools and districts. Partners may include school staff—such as counselors, teachers, administrators, or behavior specialists—or community-based professionals working in schools.
PAX Heroes Training is designed for experienced PAX implementers who want to deepen their skills and better support students who continue to struggle behaviorally. Participants will learn to use the PAX Heroes manual to identify and address specific student challenges. They will refine and adapt their PAX strategies to meet individual needs, gain tools to assess when additional support is needed, and implement Tier 2 and Tier 3 interventions.

