Welcome back for Day 2.
A workshop for using some of most powerful,
practical tools in documented prevention science
By…Penn State University, PAXIS Institute and Johns Hopkins University
Use Tootles
• Tootles are the opposite of
tattles
• Teach and use written
Tootles
• Post, promote, and
announce Tootles
• Option: Use school-wide,
at events, conferences,
PRACTICE
etc.
Tootles
Now
Teacher’s Guide: p. 51-6;
Form 108: www.hazeldenbookplace.org/paxgame
2
Calvin and Hobbes
3
Triune Brain - Three PATHS to PAX
Adapted from Paul M. Clean, “A Mind of Three Minds: Educating the Triune Brain.” in Education and the Brain edited by J.
Chali and A. Mirsky (Chicago University of Chicago Press
).
4
Ancient Brain PATHS to PAX
• Enables us to dodge
hazards, seize
opportunities, and live to
see another day, and is a
PATH to PAX
– By PAX Cues
– The language of PAX (US
instead of Them)
– Playing the Game
– Neutral reactions by adults
and peer
– Imitative models of PAX
Lieberman, P. (2000). Human Language and Our Reptilian Brain. Cambridge, MA: Harvard University Press
Also see http://members.aol.com/nonverbal3/reptile.htm.
5
Limbic PATHS to PAX
•
Humans have the largest limbic
system of any animal, making
them the most emotional animals
yet to walk the earth, and this is a
PATH to PAX by:
–
–
–
–
–
–
–
–
–
Learning Turtle
Learning Control Signals
Lessons on feelings
OK and Not OK Cues
PATHS Stoplight
Tootles and compliments
PAX Cues
PAX Promise
PAX Jobs
6
Neo-cortex PATHS to PAX
• The neo-cortex provides
planned reasoning toward a
goal, a PATH to PAX by:
– Relational frame language
of “How would a PAX
Leader do that?”
– PAX Promise
– After calming down,
engaging in problem
solving.
– Asking for the PAX Game
– Writing Tootles
– Developing cognitive
flexibility
– Developing attention ability
7
Brain Ruts & Routes
Higher Road or
Lower Road
8
Building Blocks of The Higher
Brain Path
9
High Road Brain Strategy
1. Increase &
Reinforce PAX
behaviors
2. Stop Emotional
dysregulation
and increase
self-regulation
3. Reduce
uncertainty,
stress and
threats
10
“A” Steps on Brain Path
Antecedents = cues,
prompts, language ,
symbols and other signals
before behavior.

Ancestors = stories, rituals
or routines wit h
antecedents that model a
solution.







PAX Quiet , PAX Hands, PAX Voice, and Time r
dramatically reduce lost instructiona l time.
PATHS Contro l Signa l and Turtle technique
Feeling Faces
Spleems and PAX word s define concept.
How Twiggle Learns to Do Turtle models emo tio nal
control fro younge r children
Thomas in Control story models sel f control
My Wonderful PAX Classroom storybook models
attention and self -regulatio n with peers
PATHS t o PAX Motto or Promise models the
community norm
11
“B” Steps on the Brain Path
Brain = the makin g use of
how the min d works.


Practicing T urtle and Control Signal
Links T riune brain findings for PAX
Behavior = countable
actions to be increased or
decreased.

Spleems (disruption , inattention , hyperactivit y, and
aggression) decreased.
Engaged learning increased.
Helpfulness and social competence increased.
Use words to solve problems instead o f attacks.
Fewer emotional outb ursts
More problem solving





12
“C” Brain Pathways to PAX
Consequences = things
after a behavior tha t
increase, maintain, or
decrease the rate, duratio n,
or intensity of that
behavior.


Cognitions = language an d
thoughts expres sing
relationships between
antecedents, behaviors, and
consequenc es.









Peer compliments & too tles for success at PAX.
No emotional reactio n fro m peers or teacher for bad
behavior, reducin g accidental reinf orcement of bad
behavior.
Fun activities fo r mor e and more PAX.
Immediate feedback on PAX.
Greater sense of contro l over life
More positive friendships, an d fewer people who
don’t lik e you or want to hur t you
“I am/we ar e PAX Leaders.”
“I can contro l myself.”
“What would a PA X Leader do?”
“Spleems hurt my team.”
“How are we making o ur school or world better?”
13
“D” Brain Pathways to PAX
Development = age related
trends or stages
 PATHS t o PAX follows a developmenta l sequenc e
 PATHS To PAX provides positive models fo r
children to imitate
 Increased reward and compliments or tootles needed
by children for both positive behavio r and inhib ition
Disposition = temperament
or personality int eractions
 Shy children as tea m captains increase their social
competence and reduce their vict imization.
 Provides higher leve l of reinforcemen t for childre n
who need more attentio n biologicall y.
 Turtle provides signal fo r less verbally skilled
children
Drive = states or needs that
change results.
 Peer and teacher praise reinforcement for PAX
reduces need for negative attentio n.
 Whole approach increases sense of belonging and
safety, reducing fear and anxiet y or “downshifting”
toward lower road of survival alone
 May reduce the need fo r medication.
14
“E, F & G” Brain Pathways to PAX
Environment = larger
social or economic events
that may change outcomes.



Minimizes impact of negative peers i n school.
Minimizes impact of stress or trauma (risk factors ).
Creates non -threatening, supportive pee r
environment f or using PAX behaivors
Emotio n = the context of
social interactions of threa t
or PAX



Reduces threats and emotional arousal
Gives tools for emotiona l regulation
Provides language fo r emotional experiences
Ecology = physical
environment effects.

Can reduce behavioral symptoms o f childr en
exposed to lead, who tend to be impulsive and need
higher levels o f reinforcemen t.
Change long -term outcomes by reducing risks and
take skills to othe r settings

Fun = joy and enjoyment
from creatin g a better
world

The eff ort shifts the issue for compli ance fro m a
contest of wills t o a collaborative effor t that is fun
and enjoyable fo r children and adults.
Polygenes = interactio n
with genes and strategies.

Hypothesized that children with genes associated
with ADHD o r oppositional defiance wil l have
mor e pronounced benefi t from the interventions.
Hypothesized that children with other genetic risks
will benefit b y less reactivity to emotional stress

15
Practicing PATHS to PAX Game
Day 1 Breakout
Create Shared Language & Vision
What kind of a PAX
Leader do you like?
Setting up idea of a Wonderful
Classroom & School
Day 1 Breakout
17
How to play the PAX Game
• 3 times per day
• A secret game
several times per
week
• Using brain science
on the Stop and Go
circuits in the brain
for PRACTICE
• Building student selfcontrol
Day 1 Breakout
18
What to do in between games
Gogetters,
please
collect
PAX
sticks for
class
leader.
Day 1 Breakout
19
How to spread lasting PAX
• Spread to home
• Make it work for
children of
different needs
• Build a lasting
legacy
Day 1 Breakout
20
Are You Ready to Learn a Path
To PAX?
Try not. Do, or do not.
There is no try.
–Master Yoda
Ah, future PAX Leaders, now you do.
12 minutes
Day 1 Breakout
21
Watch the PAX Game
PAX Good Behavior Game Video
Day 1 Breakout
22
Summary Activity
• In 10 words or less in
the next one minute,
summarize why the PAX
Good Behavior Game
works.
• If stick is drawn, stand
up and give summary
for all to hear.
Day 1 Breakout
23
1-2 Shared Vision
Who likes to have fun?
• Are you a PAX Leader
activity
– Sets the stage
– Makes children heroes
of doing good
QuickStart: p. 3-4
Teacher’s Guide: p. 17; p. 50
Day 1 Breakout
24
1-2 Shared Vision
My Wonderful School Story
QuickStart: p. 6-7
Teacher’s Guide: p. 18; p. 121-128
Day 1 Breakout
25
1-2 Shared Vision
Tell Dramatically or Paraphrase Story
• Make the children heroes.
• Set the stage for them
making the world, school,
and their homes a better
world.
• Adapt to suit ages, culture or
language.
• Interact with kids
Teacher’s Guide: p. 18; p. 121-128
Make or use puppets if you wish
Day 1 Breakout
26
1-2 Shared Vision
Create the Vision & Language
QuickStart: p. 6-7
Teacher’s Guide: p. 19-21; 94-95
Day 1 Breakout
27
1-2 Shared Vision
Define PAX and Spleems
What will happen MORE?
What will happen LESS?
Teacher’s Guide: p. 19-21; 94-95
PAX = peace, productivity,
health & happiness
SPLEEMS = Anything that
gets in the way of PAX
Day 1 Breakout
28
1-2 Shared Vision
Using the PAX Language
• Ask was that “PAX or a
Spleem.” Or, what
would a PAX Leader
do?
• Use the PAX motto, “I
better my world, and I
better my self.”
• Use the promise.
QuickStart: p. 7
Teacher’s Guide: p. 28; 101
Day 1 Breakout
29
3 Play PAX Game
Step 3: Play the PAX Game
• Learn steps for starting the
Game
–
–
–
–
–
–
–
–
–
Define Spleems
Baseline Spleems
Teams
Play 3 times per day
PAX Wins & Prizes
Schedule (when & how long)
PAX Jobs
Secrete Game
Rule 101 and 102
• List questions
Day 1 Breakout
30
Defining Spleems
•
•
•
•
•
Review
Select
Delete Spleems
Add Spleems
Splats
Teacher’s Guide: p. 14-16; 94-95
31
3 Play PAX Game
Baseline Spleems
• Let somebody else
teach or supervise
your class for a bit
• Score Spleems for 15
minutes
• Do not use teams
• Get reliability if
possible
Use Figure 2 in handouts
Teacher’s Guide: FORM p. 139
Day 1 Breakout
32
3 Play PAX Game
Teams & Wrist Bands
• Team structure and rotation
• Teams have identifiers such
as names, colors, buttons, or
wristbands (which they often
enjoy picking with
supervision)
QuickStart: p. 8-9; Teacher’s
Guide: p. 22-25; 29-30
Day 1 Breakout
33
3 Play PAX Game
Counting & Scoring Spleems
• Notice Spleems
NON-EMOTIONALLY
Use Figure 2 in handouts
– “That was a Spleem
for the XYZ team.”
– “Was that Spleem?”
– “Spleem for ___.”
– Whisper, “Spleem.”
• Mark on sheet on
wall, board or carry
sheet
Teacher’s Guide: FORM p. 96
34
3 Play PAX Game
Counting & Mark PAX Wins
• Have kids count their
team spleems with you
• Ask if they are a winner
(3 spleems or less)
• Optional
– Ask them what Spleems
they might need to do
LESS of in the future
– Ask which Spleems they
did well NOT doing
Teacher’s Guide: FORM p. 97,
Replaced in JHU study
• Mark Wins, Time &
Details on Winners sheet
35
3 Play PAX Game
Use PAX Prizes
• Granny’s Wacky Prizes
• Teacher’s Prize Selection
• Student Recommended
Prizes
• 180 Day of PAX Prizes
• Moving up delay of Prizes
Teacher’s Guide: p. 26, 34-38
Day 1 Breakout
Have fun with
my wacky
prizes. See
my list of
fun things to
do that don’t
cost any
money.
P. 36-37. Use
what you want.
36
3 Play PAX Game
Game Schedule
• Play 3-times per day
• Follow the column
for age group
• Choosing time level
• Advancing time level
• Using timer
Teacher’s Guide: p. 48-51
Plus handout
Day 1 Breakout
37
3 Play PAX Game
Give PAX Jobs for Better Game
• Assure many children get roles
• Assure that high-risk kids get
roles, because it is powerful in
changing their behavior.
• More roles/jobs increase
achievement.
• Builds intrinsic motivation.
Teacher’s Guide: p. 32-33; FORMS 98-100
Day 1 Breakout
38
3 Play PAX Game
When Kids Spoil the Game
• Rule 101 states that a team member may be
removed from a team by a teacher for
committing deliberate Spleems, also known
as “Splams.” The offending team member
must play solo for several days up to a week.
Teacher may reinstate him or her to a team.
• Rule 102 states that laughing, giggling, or
encouraging a person who is splamming is a
Spleem against one’s team.
Teacher’s Guide: p. 30-1
Day 1 Breakout
39
3 Play PAX Game
Role Play Game
• Items needed
– Timer
– Place to mark
spleems
– Scoreboard
– Optional: wristbands
or team identifiers
– Prize selections
40
Rapid Questions
• Take 60 seconds to
write down a major
question you have
about the Game.
• Scribe helper takes
down rapid
questions
• Course leader(s)
review
Day 1 Breakout
41
Sustaining Paths to Pax
More on self control, PAX
everywhere, integration activities
The Game is a brain builder
• Cannot play the game 100%
of the time
• Other procedures help build
sustainable, lasting effects
based on the brain building by
the PAX Game
• Start your second week of
implementation
Video; Teacher’s Guide: p. 38-51; FORMS 102-107
43
Secret & Transition Games
• Why Secret Game
• Playing Game in
classroom and
hallways, restrooms,
lunchroom,
playground
• Play with Substitutes
and Visiting Teachers
44
Use Thumbs Signs
• Use on desks to cue PAX
and Spleems walking
through room
• Use on walls when
teacher led instruction
• Optional: use in hallway
or similar transitions &
school wide
QuickStart: p. 13
Teacher’s Guide: p. 39-40; Forms 105-7
45
Teach & Use
•
•
•
•
•
Use for attention & quiet.
Teach directly
Use poster form
Praise fast attention and quiet
Occasionally give rewards for
good PAX Quiet
• Optional: Adopt school wide
Teacher’s Guide: p. 41-42; Form 102
46
Teach & Use
•
•
•
•
•
Use in hallways
Teach from the true story
Use poster form
Praise PAX Hands
Occasionally give rewards
for PAX Hands
• Optional: Adopt school wide
QuickStart: p. 14
Teacher’s Guide: p. 42-44; Form 103
47
Teach and Use
•
•
•
•
•
Use in hallways
Teach from the true story
Use poster form
Praise PAX Voices
Occasionally give rewards
for PAX Voices
• Optional: Adopt school wide
Teacher’s Guide: p. 45-48; Form 104
48
Teach & Use Sticks & Timer
• Directly teach and use;
do not allow kids to
decorate their sticks.
• Praise quick responses
• Occasionally reward fast
times or good responses
• SHOW TIMER OR
STICKS
Teacher’s Guide: p. 48-51
49
Give PAX Jobs NOT as rewards
• Use job cards
• Rotation
• Use children to
REMIND you to
play the game
Teacher’s Guide: p. 32-33; FORMS 98-100
50
Tootle Notes or Cards Home
• Send home 2 per week.
• Send home
announcements for PAX
Minutes
• Invite rewards by families
for PAX minutes
• Have parents write Tootle
notes
• Staff Tootle boards
• Tootles at teacher homes
51
Kid of the Day
• Think of Kid of the
Day as an
engineered
opportunity for
children to get a
vitamin boost of PAX
– Tootles
– Learning to get
attention for good
52
More Special Bridging Strategies
• PAX Tax. Three Spleem slips per per
team member, different color per team. One
slip for each team in prize bowl. Spleems
are taxed. Unused slips go into daily prize
bowl drawing. Each team has at least one
chance.
• PAX Surprise. Secretly a PAX stick is
drawn. Timer set. If designated child is NOT
Spleeming when timer goes off, his or her
team gets a bonus PAX Win.
Teacher’s Guide: p. 73-74
53
More Special Bridging Strategies
•
•
•
•
PAX Everywhere Cards.
PAX Prize Treasure Chests.
PAX Mystery Bonus Prizes.
Special Activities During
testing.
• New Student Orientation
Teacher’s Guide: p. 76-77
See Schoolwide Guide for more; Forms
54
Other Paths for Sustaining
•
•
•
•
•
•
•
Using the PATHS to PAX during testing time
Using PATHS to PAX at end of school.
Dealing with the boring problem (180 days)
New Students
Other Staff members
PAX Wins contests
Practicing with special needs children or adding
PAX PATHS to IEPs and 504 plans
Teacher’s Guide: p. 65-77
55
Spread PAX via Home Links
• Send Tootle note copies
home.
• Use My Wonderful PAX
School booklet (with
optional contest)
• Send home other
activities
Teacher’s Guide: p. 57-61; Reproducible booklet;
Forms 109-17; Spanish on-line
56
“Yippee, food.
Let’s eat. No
more talk.”
Lunch
57
Welcome back from Lunch
A workshop for using some of most powerful, practical tools in
documented prevention science
By…Penn State University, PAXIS Institute and Johns Hopkins University
Fast Facts Learning Game
• On instruction, please SILENTLY read through the questions quickly.
• The peer teacher reads through each question briskly. Without looking at
the answers, the learner tries to answer as best as possible. If the answer is
correct, the peer teacher scores 5 points for the learner’s answer. If the
answer is not correct, the peer teacher coaches the correct answer by
saying it and asks the learner to repeat the answer for 3 points
• Continue going through the questions and answers, REPEATING
questions, until time called.
• When signaled, change roles quickly. The learner now becomes the peer
teacher. Continue until signaled to stop.
• Tally points for each person; then add points for the pair, adding all the
five, three and zero answers.
59
What does the research show?
What is important to you?
Being a consumer of research
• What would you want to know short term?
– What could we notice (see or hear) different?
• What would you want to know long term?
– How would children and staff change?
• What what else would be important to you
as a consumer of research information?
– Real world practice?
– So what
61
PATHS Curriculum Research
.
There have been four controlled studies
with randomized control groups:
– 2 with regular education,
– 1 with special needs children, and
– 1 with deaf/hearing-impaired children
62
Key PATHS Findings
• Significant reductions in aggressive behavior by both teacher and
child reports
• Significant reductions in child and teacher report of internalizing
(anxiety and depressive symptoms)
• Significant improvements in children social competence by
teacher’s reports of child behavior
• Significant improvement in children’s understanding of emotions
and their ability to generate effective, peaceful solutions to everyday
peer conflicts
63
Study One of PATHS




320 Children in Seattle Public Schools
Second and Third Graders
Randomized at Level of the Classroom
One Year of PATH
64
PATHS Universal Intervention
1 Year of Intervention
Child Depression Inventory
16
12
8
Intervention
Control
4
0
Pre
Post
1 year
2 year
Students Receiving PATHS in Grade 2 and 3 significantly
decline in self-report of symptoms of depression and sadness
65
PATHS Universal Intervention
1 Year of Intervention
Teacher TRF Externalizing Behavior
60
58
Intervention
56
Control
54
52
50
48
46
Pre
Post
1 year
2 year
Students Receiving PATHS in Grade 2 and 3 show less
increase in ext problems 2 years post-intervention
66
PATHS Universal Intervention
1 Year of Intervention
Block Design (WISC-R IQ Test)
14
13
12
11
10
9
8
7
6
5
Intervention
Control
Pre
Post
1 year
Students Receiving PATHS in Grade 2 and 3
significantly increase on their cognitive skills on the
WISC-R subtest of Block Design
67
Study Two: Fast Track
• Efficacy Study
Multi-site
approximately 50 schools in
 Washington State
 North Carolina
 Tennessee
 Pennsylvania
68
Fast Track
OUTCOME MEASURES
End of First Year of Intervention
 Universal Program (PATHS)
• Peer Sociometric Ratings on Aggression and Disruption
and Social Competence
• Classroom Atmosphere – (Solomon And Battistich/CDP
Observational Measure)
• Teacher Ratings on the TOCA-R
Fast Track
INTERVENTION EFFECTS
End of First Year of Intervention
PATHS Universal Intervention
.00
Peer Rating of Aggression
(Sociometrics)
-.01
Classroom mean z-score
-.02
-.03
-.04
-.05
-.06
-.07
-.08
-.09
-.10
Intervention
Control
Fast Track
INTERVENTION EFFECTS
End of First Year of Intervention
PATHS Universal Intervention
.0 0
Peer Rating of Activity Level
(Sociometrics)
-.0 1
Classroom mean z-score
-.0 2
-.0 3
-.0 4
-.0 5
Intervention
-.0 6
Control
-.0 7
-.0 8
-.0 9
-.1 0
Fast Track
INTERVENTION EFFECTS
End of First Year of Intervention
PATHS Universal Intervention
1.20
Autho rity Acceptance
Teacher Ratin gs)
In tervention
1.15
Classroom mean
1.10
1.05
1.00
.95
.90
Control
Fast Track
INTERVENTION EFFECTS
End of First Year of Intervention
PATHS Universal Intervention
3.00
Classroo m Atmosphere
(Observer Ratin gs)
2.90
Intervention
2.80
Classroom mean
2.70
2.60
2.50
2.40
2.30
2.20
2.10
2.00
Control
Fast Track
INTERVENTION EFFECTS
End of First Year of Intervention
PATHS Universal Intervention
Dosage (Number of Lessons)
related to:

Aggressive Behavior (trend)
(Sociometrics)

Classroom Atmosphere
(Observer Rating)

(No effects on Teacher Ratings)
Science & Commitments
PAX Good Behavior Game
• Published review: Clinical
Child and Family Psychology
Review, Vol. 5, No. 4, 2002.
Can be downloaded at
www.paxtalk.com
• About 20+ peer reviewed
studies on the Game alone
• Best practice awards
75
Cook County Classrooms
76
Cook County Classrooms
77
A New Study on the Game
Von Lier et al., Developmental Psychology, June, 2004
78
Other PAX GBG Game Studies
Cocaine & Other Illegal Drug Use (Not
Marijuana) by 8th Graders
8.0%
7.0%
6.0%
5.0%
4.0%
3.0%
2.0%
1.0%
0.0%
Control (Status Good Behavior
quo)
Game
Parenting
Program
79
Other PAX GBG Game Studies
80
Study on Peer Written Praise & Language
• Embry et al., 1996,
American Journal of
Preventive Medicine
• Flannery et al., 2003,
Development Psychology.
81
Impact of a Simple Gift:
What if 1,000 Teachers Use the Game
•
Impact: 50,000 to 100,000 fewer
classroom disruptions or acts of aggression
per year per teacher.
•
Impact: 270 to 540 more hours of fully
engaged instruction per teacher per year or
2,700 to 5,400 hours for a decade per
teacher.
•
After approximately a decade, the costs
averted would enable the state to award a
$10,000 bonus to 10,000 teachers. Or,
about 15-30 new schools could be built.
Or, 200,000 students could have a new
laptop. Or, 10,000 graduating seniors could
receive a $25,000 college scholarship. Or,
one million taxpayers could receive a
check for about $200-$300 dollars.
82
Evaluating PATHS to PAX
Dr. Ialongo
Evaluation of PATHS to PAX
Is this comprehensive classroom-wide program feasible for
Baltimore City School District teachers to implement?
How satisfied were the teachers with the PATHS to PAX
intervention?
Training
Support
Curriculum Materials
Impact on Students
84
Methods of Data Collection
Evaluations from Workshop Attendees
Focus groups with Teachers, Staff, Administrators, and
Coaches
Classroom Observations (i.e., spleem counts) by Teachers &
Coaches
Pilot Ratings of Implementation by Teachers and Coaches
Dosage – number & type of games, length of time
played, number of lessons
Perceived Impact on Students & Classroom Climate
Satisfaction
85
Practice on Spleems
Defining and Observing
Spleem Counting Practice
Use Figure 2 in handouts
1st
Practice
Mark
spleems
here
Name of team #1
Name of team #2
87
Practice Counting Speems
Teacher’s Guide: FORM p. 96
Teacher’s Guide: FORM p. 139
88
PAX Scoring Sheets
89
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Getting Off to
Right Foot for
First Month
And Questions & Answers
Integration with Academics
•
•
•
•
•
Paths Lessons
Literature
PAX Principles
Use of Cues
Use of Game
91
Planning Paths Sheet
• Review the list of
items
• Ask for clarifications
• Will review during the
“Getting Off on Right
Foot” session on Day
2
Teacher Game &
Lesson Checklist
92
Recruiting Partners to PAX
• Brainstorm: Who are your PATHS TO PAX partners?
93
Partners: What supports?
• Brainstorm: What kind of support would you like
from each of these partners?
94
Partners
• Brainstorm: Strategies to get support
95
Keeping the support going
• Tootle notes
• Celebrations
• Sharing success stories
96
Generative Fluency
• What is the purpose of PATHS to PAX?
•
•
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Achieving enough dose for effect?
The meaning of generative?
The meaning of fluency?
Learning to be an everyday scientist
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Antecedents
Stories
Behaviors
Cognitions
Consequences
Drive
Fun
Classroom environment
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Question and Answers
• List the question
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Science & Commitments
Commitments
• The story of kukui leis
for kumu (teacher)
• Timeline
• Popcorn
• Closing
• Certificates
• Course evaluation
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Thank you…
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