Research Article
More Than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game

Ale Holmdahl, Elinor Schad , Gustav Nilsson, Viktor Kaldo

976 437

Article Metrics

Views

 

976

Downloads

 

437

Citations

Crossref

0


Holmdahl A, Schad E, Nilsson G, Kaldo V. More than just a game: Teachers’ experiences of the PAX good behavior game. European J Psychol E. 2023;6(1):55-68. doi: 10.12973/ejper.6.1.55
Holmdahl, A., Schad, E., Nilsson, G., & Kaldo, V. (2023). More than just a game: Teachers’ experiences of the PAX good behavior game. European Journal of Psychology and Educational Research, 6(1), 55-68. https://doi.org/10.12973/ejper.6.1.55
Holmdahl Ale, Elinor Schad, Gustav Nilsson, and Viktor Kaldo. "More Than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game," European Journal of Psychology and Educational Research 6, no. 1 (2023): 55-68. https://doi.org/10.12973/ejper.6.1.55
Holmdahl, A Schad, E Nilsson, G & Kaldo, 2023, 'More than just a game: Teachers’ experiences of the PAX good behavior game', European Journal of Psychology and Educational Research, vol. 6, no. 1, pp. 55-68. Holmdahl, Ale et al. "More Than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game." European Journal of Psychology and Educational Research, vol. 6, no. 1, 2023, pp. 55-68, https://doi.org/10.12973/ejper.6.1.55.

Abstract

The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers’ perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers’ perceptions, and changes in perceptions, regarding how they perceived their workload when learning and using PAX, how it influenced relationships in the classroom and students with special needs. Semi-structured telephone interviews were conducted with six female teachers at three time-points during a school year. Based on thematic analysis, four themes illustrating teachers’ experiences and the perceived effects of PAX-GBG on classroom relationships were identified: (1) Working with PAX-GBG, (2) The Game, (3) Focus on Behaviour, and (4) Relationships. A notable finding was that most teachers, at the outset, had concerns regarding the PAX Game and that these concerns mostly disappeared after they had experienced working with it. Based on improved student behaviours and overall enhanced relationships in the classroom, our results show that PAX-GBG is a suitable intervention for all students. Students with special needs may especially benefit due to a focus on clear expectations, positive reinforcement, and a more inclusive classroom climate. Some remaining concerns regarding the universal suitability of the game need to be explored further in future studies. Based on the results in this study, PAX-GBG seems to have high social validity in a Swedish context.

Keywords: Interview study, PAX-GBG, qualitative study, Sweden, teaching.


References

Annerstedt, C. (2008). Physical education in Scandinavia with a focus on Sweden: A comparative perspective. Physical Education and Sport Pedagogy, 13(4), 303–318. https://doi.org/10.1080/17408980802353347

Arbetsmiljöverket [Swedish Work Environment Authority]. (2018). Arbetsorsakade besvär [Work-related problems]. Arbetsmiljöverket.

Asif, F., Javed, U., & Janjua, S. Y. (2018). The job demand-control-support model and employee wellbeing: A meta-analysis of previous research. Pakistan Journal of Psychological Research, 33(1), 203–221.

Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual   contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2(2), 119–124. https://doi.org/10.1901/jaba.1969.2-119

Berg, J. K., Bradshaw, C. P., Jo, B., & Ialongo, N. S. (2017). Using complier average causal effect estimation to determine the impacts of the good behavior game preventive intervention on teacher implementers. Administration and Policy in Mental Health and Mental Health Services Research, 44, 558–571. https://doi.org/10.1007/s10488-016-0738-1

Biglan, A. (2015). The nurture effect: How the science of human behavior can improve our lives & our world. New Harbinger Publications.

Bowman-Perrott, L., Burke, M. D., de Marin, S., Zhang, N., & Davis, H. (2015). A meta-analysis of single-case research on behavior contracts: Effects on behavioral and academic outcomes among children and youth. Behavior Modification, 39(2), 247–269. https://doi.org/10.1177/0145445514551383

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bushe, G. R. (2009). Clear leadership. Sustaining real collaboration and partnership at work. Davies-Black Pub.

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166

Embry, D. D. (2002). The Good Behavior Game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5, 273–297. https://doi.org/10.1023/A:1020977107086

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical Child Family Psychology Review, 11,75–113. https://doi.org/10.1007/s10567-008-0036-x

Ghaderi, A., Johansson, M., & Enebrink, P. (2017). Pilotstudie av PAX i skolan: en kulturanpassad version av PAX Good Behavior Game [Pilot study of PAX i Skolan: a Cultural Adaptation of PAX Good Behavior Game]. Karolinska Institutet. https://bit.ly/3JhlFiQ

Gresham, F. M., & Gresham, G. N. (1982). Interdependent, dependent, and independent group contingencies for controlling disruptive behavior. The Journal of Special Education, 16(1), 101–110. https://doi.org/10.1177/002246698201600110

Groves, E. A., & Austin, J. L. (2019). Does the Good Behavior Game evoke negative peer              pressure? Analyses in primary and secondary classrooms. Journal of Applied Behavior Analysis, 52(1), 3–16. https://doi.org/10.1002/jaba.513

Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95–107. https://doi.org/10.1177/1074295620915724

Hasson, H., & von Thiele Schwarz, U. (2017). Användbar evidens: om följsamhet och anpassningar [Usable evidence: On compliance and adjustments]. Natur & Kultur.

Hopman, J. A. B., van Lier, P. A. C., van der Ende, J., Struiksma, C., Wubbels, T., Verhulst, F. C., Maras, A.,Breeman, L. D., & Tick, N. T. (2018). Impact of the Good Behavior Game on special education teachers. Teachers and Teaching, 24(4), 350–368. https://doi.org/10.1080/13540602.2017.1379389

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, 462–482. https://doi.org/10.1007/s10567-020-00323-3

Kim, S., Kim, H., Park, E. H., Kim, B., Lee, S. M., & Kim, B. (2021). Applying the demand–control–support model on burnout in students: A meta‐analysis. Psychology in the Schools, 58(11), 2130–2147. https://doi.org/10.1002/pits.22581 

Kvale, S., & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun [Qualitative research interview]. Studentlitteratur. https://libris.kb.se/bib/11365255

Lannie, A. L., & McCurdy, B. L. (2007). Preventing disruptive behavior in the urban classroom: Effects of the good behavior game on student and teacher behavior. Education and Treatment of Children, 30(1), 85–98. https://doi.org/10.1353/etc.2007.0002

Leflot, G., Onghena, P., Colpin, H., & Van Lier, P. A. C. (2013). The role of children’s on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the Good Behavior Game in Belgian elementary classrooms. Journal of School Psychology, 51(2), 187–199. https://doi.org/10.1016/j.jsp.2012.12.006

Leflot, G., Van Lier, P. A. C., Onghena, P., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 869–882. https://doi.org/10.1007/s10802-010-9411-4

Merikangas, K. R., Nakamura, E. F., & Kessler, R. C. (2009). Epidemiology of mental disorders in children and adolescents. Dialogues in Clinical Neuroscience, 11(1), 7–20. https://doi.org/10.31887/DCNS.2009.11.1/krmerikangas

Newcomer, A. R., Roth, K. B., Kellam, S. G., Wang, W., Ialongo, N. S., Hart, S. R., Wagner, B. M., & Wilcox, H. C. (2016). Higher childhood peer reports of social preference mediates the impact of the good behavior game on suicide attempt. Prevention Science, 17(2), 145–156. https://doi.org/10.1007/s11121-015-0593-4

Öhman, M., & Schad, E. (2017). Inclusive learning environments in Swedish schools. In C. Arnold, & J. Horan (Eds.), Inclusive educational practice in Europe: Psychological perspectives (pp. 214-236). UCL Institute of Education Press.

O’Keeffe, J., Thurston, A., Kee, F., O’Hare, L., & Lloyd, K. (2021). An exploratory, cluster randomised control trial of the PAX Good Behaviour Game. Social Inclusion, 9(4), 47–59. https://doi.org/10.17645/si.v9i4.4602

Petras, H., Kellam, S. G., Brown, C. H., Muthén, B. O., Ialongo, N. S., & Poduska, J. M. (2008). Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms. Drug and Alcohol Dependence, 95(Supplement 1), S45–S59. https://doi.org/10.1016/j.drugalcdep.2007.10.015

Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434

Rissanen, I., Laine, S., Puusepp, I., Kuusisto, E., & Tirri, K. (2021). Implementing and evaluating growth mindset pedagogy – A study of Finnish elementary school teachers. Frontiers in Education, 6, Article 753698.  https://doi.org/10.3389/feduc.2021.753698

Socialstyrelsen. (2013). Folkhälsan i Sverige årsrapport – Årsrapport 2013 [Public health in Sweden – Yearly report 2013]. https://bit.ly/3Ztm74E

Streimann, K., Trummal, A., Klandorf, K., Akkermann, K., Sisask, M., Toros, K., & Selart, A. (2017). Effectiveness of a universal classroom-based preventive intervention (PAX GBG): A research protocol for a matched-pair cluster-randomized controlled trial. Contemporary Clinical Trials Communications, 8, 75–84. https://doi.org/10.1016/j.conctc.2017.08.013

Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski S. M. (2006). The good behavior game: 1969-2002. Behavior Modification, 30(2), 225–253. https://doi.org/10.1177/0145445503261165

van Lier, P. A. C., Muthen, B. O., van der Sar, R. M., & Crijnens, A. A. M. (2004). Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention. Journal of Consulting and Clinical Psychology, 72(3), 467–478. https://doi.org/10.1037/0022-006X.72.3.467

Vargo, K., & Brown, C. (2020). An evaluation of and preference for variations of the Good Behavior Game with students with autism. Behavioral Interventions, 35(4), 560–570. https://doi.org/10.1002/bin.1740

Vuijk, P., van Lier, P. A. C., Crijnen, A. A. M., & Huizink, A. C. (2007). Testing sex-specific pathways from peer victimization to anxiety and depression in early adolescents through a randomized intervention trial. Journal of Affective Disorders, 100(1-3), 221–226. https://doi.org/10.1016/j.jad.2006.11.003

Weis, R., Osborne, K. J., & Dean, E. L. (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/10.1080/15377903.2015.1025322

Willig, C. (2013). Introducing qualitative research in psychology (3rd ed.). Open University Press.

Witvliet, M., Van Lier, P. A. C., Cuijpers, P., & Koot, H. M. (2009). Testing links between childhood positive peer relations and externalizing outcomes through a randomized controlled intervention study. Journal of Consulting and Clinical Psychology, 77(5), 905. https://doi.org/10.1037/a0014597

Wu, Y. Q., Chartier, M., Ly, G., Phanlouvong, A., Thomas, S., Weenusk, J., Murdock, N., Munro, G., & Sareen, J. (2019). Qualitative case study investigating PAX-good behaviour game in first nations communities: insight into school personnel's perspectives in implementing a whole school approach to promote youth mental health. BMJ Open, 9(9), Article e030728. https://doi.org/10.1136/bmjopen-2019-030728

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369. https://doi.org/10.1038/s41586-019-1466-y