PAX Good Behavior Game

“My kids are so much happier, healthy, and peaceful”

SHERLENE JOHNSON, CHATAIGNIER ELEMENTARY, CHATAIGNIER, LOUISIANA

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PAX Good Behavior Game

The PAX Good Behavior Game is an evidence-based universal preventive intervention applied by teachers in the classroom. This evidence-based practice consists of a set of research-based strategies with origins in behavioral science, neuroscience, and cultural wisdom that operate together to improve children’s self-regulation. Teachers implement these strategies as part of their daily routines in carrying out tasks such as getting students’ attention, selecting students for tasks, transitioning from one task to the next, working as part of a team, limiting problematic behavior, and reinforcing pro-social behavior.

The PAX Good Behavior Game helps to build children’s self-regulation, resulting in improved focus and attention, improved test scores and other academic outcomes, reduced alcohol and other drug use, reduced psychiatric disorders, and reduced suicide. PAX is unique in arranging for peer reinforcement for exhibiting prosocial behavior and peer reinforcement for inhibiting problematic behavior. PAX truly benefits everyone by making the children the heroes of change.

PAX GBG AND…

SOCIAL EMOTIONAL LEARNING

PBIS AND TIERED INTERVENTION

TRAUMA-INFORMED CLASSROOMS

ADDRESSING HISTORICAL DISPARITIES

Data-Tracking Technology

PAX GBG at your Fingertips!

Sign up now for the PAX UP! App

The PAX UP! App is designed to help you implement PAX strategies, as well as collect and analyze data for maximum, proven benefit to increase student academics while improving their mental, emotional, and behavioral health.

The PAX UP! App is available for free on all mobile devices, tablets, and the Web for individuals trained in PAX GBG.

Download on the App StoreGet it on Google Play
Download on the App StoreGet it on Google Play

Case Study:
Ohio

In an effort to prevent circumstances contributing to the Opiate Epidemic, the state of Ohio launched a large-scale
xpansion of the PAX Good Behavior Game in Ohio schools.

In addition to teaching self-regulation in young people with dramatic effects on behavior, academics, PAX GBG also
has documented long-term outcomes including increased high school graduation rates and 64% reduction in lifetime
opiate misuse among students who have had PAX.

THIS INITIATIVE TRAINED:

  • 6,100 teachers in the PAX Good Behavior Game.
  • 217 Ohio Pre-service teacher candidates in the PAX Good Behavior Game.
  • 533 professionals as PAX Partners to support, sustain, and expand Ohio schools’ use of the PAX Good Behavior Game.

OF THE OHIO TEACHERS TRAINED IN THIS INITIATIVE:

  • 80% noticed using fewer reprimands in the classroom after using PAX Good Behavior Game with their students.
  • 71% reported improvements in their own mental and physical health after using the PAX Good Behavior Game with their students.
  • 96% noted the behavioral health strategies in PAX Good Behavior Game were consistent with their schoolwide behavior policies.
  • 99% of teachers left PAX Good Behavior Game training confident using the strategies effectively with their students with significant behavioral difficulties.

AS A RESULT OF THIS INITIATIVE:

  • Over 13,000 fewer Ohio children will likely need special education services.
  • Nearly 22,000 more Ohio students are likely to graduate from high school.
  • Over 20,600 more Ohio students are likely to enter college.
  • Nearly 1,500 fewer Ohio young adults are likely to commit and be convicted of serious violent crimes by the time they reach adulthood.
  • Over 14,600 fewer Ohio young people are likely to develop opioid and other drug addictions by the time they reach adulthood.
  • Nearly 10,000 fewer Ohio young people are likely to attempt suicide.

“There’s no more shame, no more power struggles, just supporting kids in learning pro-social behaviors.”

Katy Wright, a Montessori teacher, Helena, MT

“I love that once you set up the format, it does not take away any classroom time. It actually increases time on task.”

Julie Cole, second grade teacher, Nashua School, MT

“Finally, there is a program that understands social skills are learned and practiced like academic skills.”

Katy Wright, a Montessori teacher, Helena, MT