PAX GBG Tune Up Webinar

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This document summarizes a webinar on leveraging PAX GBG (Good Behavior Game) strategies at the end of the school year. It provides examples of tools used in Title 1 schools to turn around classrooms, such as having students praise teachers or implementing home note programs. Charts show disruptions decreasing over time with PAX GBG implementation. The document also discusses using data to promote PAX and choosing appropriate graph types to visualize classroom data. Contact information is provided for PAX strategy, data, and materials support.

PAX GBG Tune-Up
Webinar • April, 2012

Monday, April 23, 12

I am over the
top with the
stress of
testing and
more problem
behaviors
now!

I need more
PAX.

Monday, April 23, 12

What happens in some Title 1 schools…
Classrooms with No or Weak PAX GBG Classrooms with Strong PAX GBG
450 424 450

Disruptions Per Hour
Disruptions Per Hour

350 360
360 325 313

270 270

175
180 180 150

90 90

0 0
Time of Year Time of Year

Start of School Winter Spring Start of School Winter Spring

Monday, April 23, 12

Leveraging more PAX at the
end of the year
Let’s discuss examples of tools sites have
used for turning around classrooms that
have been stuck or on the decline.
What was done?
What was the effect of the strategy?
Why did the strategy work?

Monday, April 23, 12

Leveraging more PAX at the
end of the year
Example #1 from recent visit to South
Carolina of coaching visit to have students
Tootle teachers.
Why did this work?

Monday, April 23, 12

Leveraging more PAX at the
end of the year
Your examples?
What was done?
What was the effect of the strategy?
Why did the strategy work?

Monday, April 23, 12

Other examples from the
past…
• Oodles of Tootles by Students
• PAX Home Note Blitz
• Soft competitions for PAX Points
between classrooms
• New Granny’s Wacky Prizes
• PAX Visit from community members,
and each classroom demos some PAX

Monday, April 23, 12

Brain-storming solutions to issues facing your site

Monday, April 23, 12

Average Distractions Per Hour "Spleems"

120 100

108 Using your
data for
81.5
96
Baseline No
Intervention

promoting PAX
84
After Learning
Concepts
72
After Intervention
60 42.6
But Not Playing
Games Feedback on change is one
39
48
After Intervention
While Playing of the most powerful
Game
behavioral strategies for
36
21 20.5 reinforcing teachers and
24 students in creating more
12
11 9.5 PAX?
0
1st Grade 2nd Grade

Monday, April 23, 12

Choose
your chart
type,
Line or Area
work well.
!

Monday, April 23, 12

Highlight and delete all unnecessary data

!

Monday, April 23, 12

This becomes your condensed data set
(which I usually send you as well)

!

Monday, April 23, 12

Create your graph worksheet
Three columns: Teacher, Date, Disruptions

Monday, April 23, 12

Copy and paste an individual teacher’s
information into the worksheet

!

Monday, April 23, 12

Highlight the date and spleems
columns, click on the Chart Wizard

Then click “Next”

!

Monday, April 23, 12

Click through next steps

! !

Click “Next” Change chart title to teacher name and title X and Y axes

Monday, April 23, 12

Choose location of graph, new
worksheet or in an existing one.

!

!
Change name
(suggestion, use teacher name) Resize and move legend if necessary

Monday, April 23, 12

Follow up
Claire Richardson for strategy support: 520-907-5240, claire@paxis.org
Miriam Willmann for data support: 608-772-0289, miriam@simplegifts.com
Bea Ramirez for supplies, materials, etc: 520-299-6770, bea@paxis.org
Dennis Embry for science, policy and special issues: 520-299-6770, dde@paxis.org

Monday, April 23, 12

The document summarizes several research publications on the PeaceBuilders violence prevention program, which is a universal, school-based program aimed at improving social competence and reducing aggression. It describes key findings from randomized controlled trials that found the PeaceBuilders program led to significant gains in social competence, increases in peace-building behavior, and reductions in aggression compared to the control group. The effects were generally maintained after one year.

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1) The document discusses three policy goals for maternal and child health: reducing sources of neuro-inflammation, recognizing and rewarding non-use of substances like tobacco and alcohol, and creating partnerships to promote nurturing environments. 2) It presents evidence that handwashing with chlorine can reduce infections in mothers and children as the first low-cost, proven strategy. 3) The document notes increasing rates of issues like postpartum depression, addictions, and disabilities in children and suggests these may be caused by evolutionary mismatches between current and past environments.

New prevention for everyone washington state aug 2011 copy

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Washington State Educational Service District #113 had an exciting event in which virtually every level of community and government was present to learn how to apply evidence-based kernels and behavioral vaccines across the board to achieve large benefits in reducing or preventing mental, emotional, behavioral, and related physical health problems. This even was the first to engage in helping Dr. Embry write a new book for chaining

Embry & Biglan "Evidence Based Kernels" Review paper 2008

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This is the major paper about evidence-based kernels by Dennis D. Embry and Anthony Biglan published in 2008.. Abstract This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physi- ological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.

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Keynote: Address: Humans appear to be the only species on the planet that kill themselves, which is the apparent result of the unique properties of language and the fact that other humans are the principal predator and the principal source of safety in our lives. Last year, three times as many America’s died from suicide as died at the height of the polio epidemic in the 1950s: 36,000 deaths from suicide, versus 3,000 from polio. A public-health approach across the lifespan is required to reduce this terrible suffering and injury. A public-health campaign is less about the warning signs of suicide than specific actions that disable the “pump handle” to the wells of despair that result in suicidality. This talk lays out four key principles from a lead article in a special issue of the American Psychologist on prevention, by the presenter and colleagues [1]. These principles arise from the consilience of evolutionary, medical, and behavioral sciences. The principles are not limited to the prevention of suicide; indeed, they principles address prevention of multiple mental, emotional, behavioral, and related physical disorders as outlined by the Institute of Medicine [2]. This talk integrates these principles with low-cost evidence-based kernels [3] and behavioral vaccines [4, 5] that can operate as an integrated public-health model to prevent multiple mental, emotional, behavioral, and related disorders [6]. This talk specifically shows how several apparently simple strategies can be promoted to prevent suicide across the lifespan, illustrated by data and practical mechanisms with rapid results and cost savings for multiple-silos of government and the private sector. The net result is happier, healthier, and productive citizens of all ages. Breakout #1: Preventing Future Suicide from Pregnancy through Childhood Evidence-based Kernels and Behavioral Vaccines This breakout expands on the keynote with specific evidence-based kernels and behavioral vaccines, organization and implementation details for low-cost strategies that can avert suicidality 10 to 20 years later cost effectively. One specific strategy that will be covered in greater detail is the Good Behavior Game (which is being widely promoted by in the US and Canada), as the only early elementary school strategy with lifetime scientific data on reducing sucidality [7]. Presently, the Substance Abuse and Mental Health Services Administration (SAMSHA) is funding 30 sties to do the Good Behavior Game, with 28 of those being supervised by Dr. Embry and his colleagues. Breakout #2: Preventing Suicide from Adulthood through Senior Years This breakout explores what science we have that shows pathways for preventing suicide among adults of all ages, beyond signs of suicide. This breakout links the principles from the keynote with evidence-based kernels and behavioral vaccines that can be used in multiple contexts and initiatives. Policies and practices can be scale

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Something has been happening in America. More and more young people are showing up with various mental, emotional, and behavioral disorders—based on the 2009 Institute of Medicine Report on the Prevention of Mental, Emotional, and Behavioral Disorders Among Young People. These disorders—from alcohol addiction to other serious mental and behavioral problems—are not just happening in K-12 education: they are fully present in larger numbers on college and university campuses. And, even more importantly, they are now epidemic in our broader society, causing untold damage to the fiscal stability of America, its national security, and global economic competitiveness. Oddly, it is American institutions of higher learning that have pioneered the world’s best science why and how this epidemic is happening and what can be done to avert the problems. Still more oddly, it is not American institutions of higher learning leading the charge on applying that science—something at odds with the unique heritage of America applying science to better the world. Other rich democracies now lead in applying prevention science for the protection of their future generations. American Colleges and Universities can become one of the drivers of great carbon revolution, not just a revolution in silicon technology. By a carbon revolution, this means resolving the problems of human behavior that are the largest burdens of social and economic pain and suffering. In my presentations, I intend to outline how the youthful energies of our young people might be combined with prevention science for population-level prevention and protection against mental, emotional, behavioral and related physical disorders plaguing our futures. • First, the presentation is aimed at evoking understanding of how these problems have arisen from fundamental evolutionary mismatch—something that my colleagues in the evolutionary sciences have started to map well. • Second, the presentation gives concrete examples of how prevention science can be scaled to a public-health model to protect our young people and our broader society. • Third, the presentation outlines how colleges and universities—students, faculty and staff—might have a leadership role in changing the trajectory of these problems rapidly. • Fourth, the presentation maps how all this can be funded in a politically powerful way, which will in turn strengthen colleges and universities by reducing the huge rise in tuition and other costs that have well outpaced inflation. Indeed, the cost of higher education is now significantly higher in the US proportionately than that of other rich democracies. I realize that this not a standard presentation about addictions among our college-age youth, decrying the alcohol industry or arguing over the age of drinking or the legalization of marijuana. I believe we must have a much bigger solution, not just for the sake of the young people on our campuses—but for all o

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Texas is the land of professed public bootstraps, and very private suffering. There is not a family in Texas that has not been touched by the rising prevalence of mental, emotional, behavioral and related physical illnesses. In fact there is not a family in America that has not been so touched, based on the elegant epidemiological monitoring in the US. So in the land of big hats, why cannot Texas take the lead in a very big idea that will save billions of dollars, improve health, increase the global economic competitiveness of the US, and improve our national security? All that sounds, well, frankly very patriotic and American. What is the really big idea? First, virtually every mental, emotional, and behavioral disorder (including addictions) is preventable. How solid is that statement? Stamp on the ground ten times as hard as you can. Did you feel it? Well that is how solid the science is. You don’t hear it on your TV; you don’t hear that science in your newspaper or Time magazine; you don’t hear it from your health care provider; and people are not learning this at university. And absolutely nobody is lobbying the Texas Legislature or Governor about this science and possibility. I’ll wager you might not believe me, even though I am a pretty dang good scientist. So if you don’t believe me that the science exists, you can go to www.pubmed.gov and look every study or fact I site. After my talk, you will jabbering away at just about anybody who will listen. Second, recovery from mental, emotional, and behavioral disorders—including very serious ones like schizophrenia and bipolar disorder—can go into remission. This remission and recovery is not dependent on medications. Now that is not a fact that you will hear on TV, or hear from the pharmaceutical detail people in your doctor’s office. Now I read almost everything I can on these problems, and I missed hearing about this science—until recently. That shows you how buried it is. At my plenary, you will hear about the practical science of recovery. Third, there are ways to pay for all this using something called, “Social Impact Bonds.” So instead of Texas selling bonds for building another prison, bonds can be sold preventing or reducing the problems in the first place. Now there’s an idea. And, yes other countries are doing this. The really big idea—a Texas big idea? Well, Texas could be the first place in America to do all this. That would change America, and all our futures.

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The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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PAX GBG Tune Up Webinar

1. PAX GBG Tune-Up Webinar • April, 2012 Monday, April 23, 12

2. I am over the top with the stress of testing and more problem behaviors now! I need more PAX. Monday, April 23, 12

3. What happens in some Title 1 schools… Classrooms with No or Weak PAX GBG Classrooms with Strong PAX GBG 450 424 450 Disruptions Per Hour Disruptions Per Hour 350 360 360 325 313 270 270 175 180 180 150 90 90 0 0 Time of Year Time of Year Start of School Winter Spring Start of School Winter Spring Monday, April 23, 12

4. Leveraging more PAX at the end of the year Let’s discuss examples of tools sites have used for turning around classrooms that have been stuck or on the decline. What was done? What was the effect of the strategy? Why did the strategy work? Monday, April 23, 12

5. Leveraging more PAX at the end of the year Example #1 from recent visit to South Carolina of coaching visit to have students Tootle teachers. Why did this work? Monday, April 23, 12

6. Leveraging more PAX at the end of the year Your examples? What was done? What was the effect of the strategy? Why did the strategy work? Monday, April 23, 12

7. Other examples from the past… • Oodles of Tootles by Students • PAX Home Note Blitz • Soft competitions for PAX Points between classrooms • New Granny’s Wacky Prizes • PAX Visit from community members, and each classroom demos some PAX Monday, April 23, 12

8. Brain-storming solutions to issues facing your site Monday, April 23, 12

9. Average Distractions Per Hour "Spleems" 120 100 108 Using your data for 81.5 96 Baseline No Intervention promoting PAX 84 After Learning Concepts 72 After Intervention 60 42.6 But Not Playing Games Feedback on change is one 39 48 After Intervention While Playing of the most powerful Game behavioral strategies for 36 21 20.5 reinforcing teachers and 24 students in creating more 12 11 9.5 PAX? 0 1st Grade 2nd Grade Monday, April 23, 12

10. Full Data Set ! Monday, April 23, 12

11. Choose your chart type, Line or Area work well. ! Monday, April 23, 12

12. Highlight and delete all unnecessary data ! Monday, April 23, 12

13. This becomes your condensed data set (which I usually send you as well) ! Monday, April 23, 12

14. Create your graph worksheet Three columns: Teacher, Date, Disruptions Monday, April 23, 12

15. Copy and paste an individual teacher’s information into the worksheet ! Monday, April 23, 12

16. Highlight the date and spleems columns, click on the Chart Wizard Then click “Next” ! Monday, April 23, 12

17. Click through next steps ! ! Click “Next” Change chart title to teacher name and title X and Y axes Monday, April 23, 12

18. Choose location of graph, new worksheet or in an existing one. ! ! Change name (suggestion, use teacher name) Resize and move legend if necessary Monday, April 23, 12

19. Follow up Claire Richardson for strategy support: 520-907-5240, claire@paxis.org Miriam Willmann for data support: 608-772-0289, miriam@simplegifts.com Bea Ramirez for supplies, materials, etc: 520-299-6770, bea@paxis.org Dennis Embry for science, policy and special issues: 520-299-6770, dde@paxis.org Monday, April 23, 12

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