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

Mental Disorders Clinical Trial

— PAXGBGEE  

Official title:

Effectiveness of a Universal Classroom-based Preventive Intervention (PAX GBG) in Estonia: A Matched-pair Cluster-randomized Controlled Trial

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT02865603
• Other study ID #: T90-C305
• Status: Completed
• Phase: N/A
• Start date: May 2016
• Est. completion date: June 2018

Study information

• Verified date: November 2018
• Source: National Institute for Health Development, Estonia
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

Description:

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 708
• Est. completion date: June 2018
• Est. primary completion date: June 2018
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 6 Years to 8 Years

Eligibility

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.

Related Conditions & MeSH terms

• Mental Disorders
• Mental Health Wellness 1
• Psychotic Disorders

Intervention

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

Locations

Country	Name	City	State
n/a

Sponsors (3)

Lead Sponsor	Collaborator
National Institute for Health Development, Estonia	European Social Fund, Ministry of the Interior, Estonia

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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).	Baseline, 7 months post-baseline and 19 months post-baseline
Secondary	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.	Baseline, 7 months post-baseline and 19 months post-baseline
Secondary	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.	Baseline, 7 months post-baseline
Secondary	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.	Baseline, 7 months post-baseline and 19 months post-baseline
Secondary	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.	Baseline, 7 months post-baseline and 19 months post-baseline

External Links

•   Effectiveness of a universal classroom-based preventive intervention (PAX GBG): A research protocol for a matched-pair cluster-randomized controlled trial
•   PAX GBG Estonian web page