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Ohio’s Evidence-Based Interventions for Safe Schools

The Positive Behavioral Interventions and Supports (PBIS) and the PAX Good Behavior Game are evidence-based programs (EBPs) that appear on the National Registry of Evidence-Based Programs and Practices (NREPP). These classroom-based universal preventive intervention provides teachers’ strategies to grow nurturing classroom environments, foster social-emotional health, improve students’ attention and focus to academic tasks, provides trauma-informed prevention strategies to use as classroom management practices. These EBPs are effective for all students and promotes positive classroom environments. PAX GBG teaches self-regulation and behavior as a skillset in young people. When adults use the PAX Good Behavior Game with young people, they create a nurturing environment that impacts electrical, neurochemical, neural connectivity, and epigenetic make-up in young people with lasting lifetime effects. 

All three of the Safe Schools/Healthy Students LEAs have developed the capacity for PBIS and PAX GBG. The PAX Coaches provide initial and booster trainings, and ongoing coaching and support for classroom teachers implementing the program. They also provide training for new staff, regular booster trainings, increase use of PAX in the school districts, and are working within their school districts to sustain these efforts.

 “We have seen tremendous results from the PAX program, not only in positive behavior
but also in putting a positive slant to the negative things students do as well, when it becomes to behavior.” 

--Kermit Riehle, Elementary Principal, Edgerton Local Schools

Some of the outcomes of PAX GBG in the three LEAs include:

  • Disruptive behaviors have dropped by an average of 90%
  • At the elementary level the drop in disruptive behaviors has led to increased teaching time for teachers which may have contributed to better state test scores at one elementary. 
  • 67% decrease in disruptive behaviors among preschool participants. 
  • 61% decrease in disruptive behaviors after implementation in Kindergarten
Behavioral Health/Mental Health
Developmentally Appropriate
Early Childhood
Evidence Based/Informed
School Violence
Social and Emotional Well-Being