Impact of PAX Good Behavior Game on Elementary School Students in Estonia

National Institute for Health Development, Estonia708 enrolled

Overview

The aim of this study is to measure the impact of the intervention (PAX GBG) in Estonian-language 1st grade classrooms on students' mental health and behaviour, and teacher's self-efficacy.

2-year, matched-pair, cluster-randomized controlled trial with a intervention and wait-list control arm is conducted during school years 2016/17 and 2017/18. 42 volunteering schools were matched to pairs. One school in each pair was randomly selected to receive the PAX GBG or continue their normal activities without intervention. After a post-test assessment in spring 2018 the control group teachers are trained and supported to implement PAX GBG.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

NONE

Enrollment

708

Conditions

Mental Health Wellness 1 Mental Disorders

Interventions

PAX Good Behavior GameBEHAVIORAL

PAX GBG includes evidence-based kernels and a classroom game where students are reinforced for their mutual success in withholding inappropriate behavior.

Eligibility

Sex: ALLMin age: 6 YearsMax age: 8 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: All schools with first grade classrooms and Estonian-language as instruction language in Estonia were qualified to take part of the study if they did fit the inclusion criteria. Schools were suitable to participate if they: * Had equal to or more than 13 pupils in the first grade classroom in 2016/17 school term; * Did not implement any other evidence-based program in basic school stage 1 (grades 1-3), (for example KiVa bullying prevention program); * Did not already implement PAX GBG; * Had at least one first grade teacher who volunteers to participate for the whole study period of two years. Exclusion Criteria: * Schools for children with special educational needs and schools with Russian language as instruction language were excluded. * Schools with single-sex classrooms were excluded.

Outcomes

Primary Outcomes

Change in children's social and emotional well-being

Children's social and emotional well-being will be measured by the teacher-completed Strengths and Difficulties Questionnaire with impact supplement (SDQ; Goodman, 1999) and parent-rated Strengths and Difficulties Questionnaire (Goodman, 1997).

Time frame: Baseline, 7 months post-baseline and 19 months post-baseline

Secondary Outcomes

Change in symptoms of attention deficit hyperactivity disorder (ADHD) among the children

The Swanson, Nolan and Pelham-IV Questionnaire (SNAP-IV) (Swanson et al., 2001) is an 18-item instrument for rating ADHD-related symptoms and will be completed by parents.

Time frame: Baseline, 7 months post-baseline and 19 months post-baseline

Change in children's behavioral inhibition

The effects of the intervention on inhibitory control will be measured using cognitive task (Go/No-Go task). The task will be developed specially for this research and completed by children.

Time frame: Baseline, 7 months post-baseline

Change in teachers' sense of efficacy

Teachers' efficacy will be measured with The Teachers' Sense of Efficacy Scale (TSES; Tschannen-Moran \& Hoy, 2001). It is a self-reported measure for teachers that consists of 24 items and assesses the teacher's perception of their sense of effectiveness as a teacher.

Time frame: Baseline, 7 months post-baseline and 19 months post-baseline

Change in classroom behavior

Teacher-rated 4-item measure will be used to assess classroom behavior. The measure originates from Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2013 teacher's questionnaire (question nr 41) and asks to indicate how strongly does the teacher agree or disagree with statements about the classroom behavior.

Data from ClinicalTrials.gov

This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.