Teaching Prevention: The Impact of a Universal Preventive Intervention on Teacher Candidates

Fruth, Jason D.; Huber, Mary J.

doi:10.15640/jehd.v4n1a22

Cited by 7 publications

(13 citation statements)

References 30 publications

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“…PAX GBG has also shown to have a dramatic effect on teachers' considerations of their own teaching (Fruth & Huber, 2015). This research indicates that preservice teachers receiving training in PAX GBG as a part of their behavior management curriculum should have an increased perception of diversity issues and specifically gender inequality in education.…”

Section: Hypothesismentioning

confidence: 78%

“…This has included implementing PAX GBG training into both early and middle childhood preservice teacher education programs at the undergraduate level. In both of these cases, pre-service candidates demonstrated increases in efficacy (Fruth & Huber, 2015. This study expands upon these efforts and provides PAX GBG training while tracking the effects in a graduate pre-service intervention specialist program.…”

Section: Materials and Proceduresmentioning

confidence: 86%

“…These candidates also demonstrated significantly higher overall efficacy and efficacy in each of the sub-areas after PAX GBG training than before (Fruth& Huber, 2015. The effects of the intervention on teacher efficacy are vital in that teacher efficacy is such a direct predictor of teacher retention, teacher performance, and student outcomes (Brill & McCartney 2008, Patterson, Reid, & Dishion, 1992.…”

Section: Pax Gbg and Teachersmentioning

confidence: 99%

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Universal Prevention and Addressing Gender Inequality in Classrooms

Fruth¹,

Miracle²,

Fletcher³

et al. 2016

JPBS

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Section: Hypothesismentioning

confidence: 78%

Section: Materials and Proceduresmentioning

confidence: 86%

Section: Pax Gbg and Teachersmentioning

confidence: 99%

See 1 more Smart Citation

Universal Prevention and Addressing Gender Inequality in Classrooms

Fruth¹,

Miracle²,

Fletcher³

et al. 2016

JPBS

Self Cite

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show abstract

“…PAX GBG also increased efficacy in the sub areas of instructional strategies, student engagement, and classroom management for the pre-service candidates trained in PAX GBG (Fruth & Huber, 2015, Fruth, Huber, &Avila-John, 2016. Candidates receiving PAX GBG instruction during their pre-service experience also reported feeling "More confident interviewing and entering the field" after PAX GBG training(PAXIS, 2019).PAX GBG instruction has also previously improved efficacy among in-service teachers.…”

Section: Prior Research On the Impact Of Pax Gbg Training On Teacher mentioning

confidence: 99%

“…PAX Next Steps training was designed to provide additional support for implementing PAX GBG, an evidence-based universal preventive intervention for those teachers who had already received initial training and had begun to implement PAX GBG in their classrooms. The study was carried out to determine whether PAX Next Steps training could add to teachers' sense of efficacy above and beyond the increase in efficacy attributed to their PAX GBG Initial Training (Fruth & Huber, 2015).…”

Section: Introductionmentioning

confidence: 99%

Increasing Efficacy in a Population-level Implementation

Embry¹,

Ryzin²,

Biglan³

et al. 2019

JPBS

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This study examines the changes in teacher efficacy and interaction effects based on perceived effectiveness and level of implementation for teachers trained in the PAX Good Behavior Game and subsequent PAX Next Steps professional development training as measured by the Teachers' Sense of Efficacy Scale. Previous studies have shown improved outcomes for teachers with the PAX Good Behavior Game including a reduction in teacher stress and improved teacher efficacy among in-service and pre-service teachers. This study found that PAX Next Steps professional development training increased overall teacher efficacy as well as efficacy in instructional strategies, student engagement, and classroom management for teachers already trained in the PAX Good Behavior Game regardless of their own level of implementation or their perceived effectiveness of the PAX Good Behavior Game program. These outcomes highlight the importance of culturally competent professional development as a key feature in the sustainability of a population-level implementation of any evidence-based program.

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How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

et al. 2016

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A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

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Teaching Prevention: The Impact of a Universal Preventive Intervention on Teacher Candidates

Cited by 7 publications

References 30 publications

Universal Prevention and Addressing Gender Inequality in Classrooms

Universal Prevention and Addressing Gender Inequality in Classrooms

Increasing Efficacy in a Population-level Implementation

How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

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