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| Name | Class |
|---|---|
| European Social Fund | OTHER |
| Ministry of the Interior, Estonia | UNKNOWN |
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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| PAX Good Behavior Game | Experimental | The intervention is delivered by teachers within the normal school curriculum. Teachers from intervention classes completed 3-day training and were supported by the mentor, who visited their class during the 2016/17 school year and provided counseling via e-mail and phone. During the second year (2017/18) teachers could use the PAX GBG methods, but they did not receive additional support from the mentors. |
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| Waitlist control group | No Intervention | Control group continue their normal activities without intervention. After a post-test assessment in spring 2018 the control group teachers will be trained and supported to implement PAX GBG. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| PAX Good Behavior Game | Behavioral | PAX GBG includes evidence-based kernels and a classroom game where students are reinforced for their mutual success in withholding inappropriate behavior. |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
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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:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Karin Streimann | National Institute for Health Development | Principal Investigator |
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| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 31432379 | Derived | Streimann K, Selart A, Trummal A. Effectiveness of a Universal, Classroom-Based Preventive Intervention (PAX GBG) in Estonia: a Cluster-Randomized Controlled Trial. Prev Sci. 2020 Feb;21(2):234-244. doi: 10.1007/s11121-019-01050-0. | |
| 29696198 | Derived | Streimann K, Trummal A, Klandorf K, Akkermann K, Sisask M, Toros K, Selart A. Effectiveness of a universal classroom-based preventive intervention (PAX GBG): A research protocol for a matched-pair cluster-randomized controlled trial. Contemp Clin Trials Commun. 2017 Aug 30;8:75-84. doi: 10.1016/j.conctc.2017.08.013. eCollection 2017 Dec. |
| Label | URL |
|---|---|
| PAX GBG Estonian web page | View source |
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| ID | Term |
|---|---|
| D001523 | Mental Disorders |
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| 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 |
| 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 |
| 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 |