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Keywords

student outcomes; elementary schools

Abstract

This paper examines the implementation of the PAX Good Behavior Game (PAX GBG) in a Midwestern metropolitan area during the 2018-2019 academic year. The study focuses on baseline, midpoint, and endpoint frequencies of students’ off-task behaviors (Spleems), as well as teachers’ and administrators' self-reports of self-efficacy and resiliency. Students in PreK through Grade 5 were in classes in which teachers implemented PAX GBG. Students were enrolled in one of 195 classrooms across 13 public schools. Means were calculated for Spleems, as well as for the self-efficacy and resiliency scales. Furthermore, the Wilcoxon Sign Rank Test was used to determine the significance in changes across data collection points. Finally, correlations between Spleems and the self-efficacy and the resiliency scales were calculated. Results indicated a significant decrease in off-task behaviors for students in Grades 1 through 4 and for those in kindergarten over time. Additionally, there was a significant increase in resiliency reported by teachers and administrators. Similarly, teachers’ self-efficacy significantly improved over time. The paper presents practical implications and potential avenues for future research based on the findings.

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