[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100470573":3},{"organization":4,"armGroups":7,"interventions":21,"overallOfficials":35,"centralContacts":39,"locations":48,"responsibleParty":64,"collaborators":66,"id":78,"slug":79,"hasResults":80,"nctId":81,"briefTitle":82,"officialTitle":83,"acronym":26,"eligibilityCriteria":84,"healthyVolunteers":80,"sex":85,"minAge":86,"maxAge":87,"enrollmentInfo":88,"targetDuration":26,"studyType":91,"phases":92,"briefSummary":94,"conditions":95,"keywords":100,"overallStatus":51,"whyStopped":26,"lastUpdateSubmitDate":115,"lastUpdatePostDateStruct":116,"startDateStruct":119,"completionDateStruct":121,"leadSponsor":123,"locationsCount":124},{"fullName":5,"class":6},"Linnaeus University","OTHER",[8,14],{"label":9,"type":10,"description":11,"interventionNames":12},"PAX Good Behavior Game","EXPERIMENTAL","PAX Good Behavior Game (GBG) is based on its precursor programme Good Behavior Game (GBG) that trains teachers to use principles of social learning in order to maximize the childrens' task-oriented and prosocial behaviors and minimize the occurrence of disruptive and off-task behaviors.",[13],"Behavioral: PAX Good Behavior Game",{"label":15,"type":16,"description":17,"interventionNames":18},"Active control (choice between on of two active interventions)","ACTIVE_COMPARATOR","\\[The project has two alternative control interventions for the schools to choose between, in order to increase their engagement in the control intervention. They are hence only provided with one of these interventions, not both.\\]\n\nCount On Me! is an adaptive application teaching fluency in addition and subtraction facts (i.e., math facts), equality, compose and decompose numbers and a few more basic mathematical skills taught in the first grades of schooling.\n\nCollegial earning is based on five cyclical steps for professional learning for teachers.",[19,20],"Behavioral: Count on Me!","Behavioral: Collegial Learning Community",[22,27,31],{"type":23,"name":9,"description":24,"armGroupLabels":25,"otherNames":26},"BEHAVIORAL","PAX GBG is packaged into ten specific tools that the teachers are trained to introduce in in their classroom management practice. The program introduces verbal and visual cues that facilitate prosocial and attentive behaviors One of the core elements of the program is the PAX-game, meaning that the children - while focusing on ordinary school tasks like math - get to play a game in teams where each team tries to make as few classroom rules infractions as possible during a certain period of time. The teams that succeed in achieving predetermined goals get a reward (often a fun and desirable activity) that serves as a reinforcer of prosocial and task-oriented behaviors.\n\nSupervision is performed individually with each teacher and included that the PAX-trainer observes a lecture given by the teacher before each supervision session.",[9],null,{"type":23,"name":28,"description":29,"armGroupLabels":30,"otherNames":26},"Count on Me!","Count on me! is set in adventure game where the child has an avatar that travels thru different worlds\u002Fplatforms by using their mathematical skills. The child starts of in the home of the avatar, in a house like environment, where the child discovers a magical map that brings the child into a different world called Numberia. During the adventures in Numberia the child learns that it has certain skills, called the mathemagical powers, that will be used to liberate Numberia from the evil Prince Claw that has captured all the beautiful things (e.g., the birds that used to sing in the forest).\n\nCount on me! was developed within a behavior analytic framework using a nonlinear programming process.",[15],{"type":23,"name":32,"description":33,"armGroupLabels":34,"otherNames":26},"Collegial Learning Community","Collegial learning community is a feasible way of professional learning for teachers according to the five cyclical steps. The teachers go through the first step that is to assess the skill or knowledge gaps for students, using various data sources (for example testing, grades, surveys, student interviews). The second step is to reflect upon what skills the teacher needs to acquire in order to help the students to meet the goals. The third step is to deepen the professional knowledge and skills. The fourth step is engaging the students in the new practice, and in the fifth step to evaluate the impact the new practice has had on student outcomes.\n\nIn Collegial learning community teachers take help from their peers in each of these steps in a structured way. For example, way of deepening tacit or procedural knowledge (in step two) is to visit a colleague during class and make observations on their classroom practice.",[15],[36],{"name":37,"affiliation":5,"role":38},"Viktor Kaldo, PhD","PRINCIPAL_INVESTIGATOR",[40,44],{"name":37,"role":41,"phone":42,"phoneExt":26,"email":43},"CONTACT","0046707373859","viktor.kaldo@lnu.se",{"name":45,"role":41,"phone":46,"phoneExt":26,"email":47},"Ekaterina Ivanova, PhD","0046765807416","ekaterina.ivanova@ki.se",[49],{"facility":50,"status":51,"city":52,"state":26,"zip":26,"country":53,"countryCode":54,"cosmosGeoPoint":55,"geoPoint":60,"contacts":61},"Several Schools in Sweden will be recruited, although as participants and not independent sites","RECRUITING","Stockholm","Sweden","SE",{"type":56,"coordinates":57},"Point",[58,59],18.06871,59.32938,{"lat":59,"lon":58},[62],{"name":63,"role":41,"phone":26,"phoneExt":26,"email":43},"Viktor Kaldo",{"type":38,"investigatorFullName":63,"investigatorTitle":65,"investigatorAffiliation":5,"oldNameTitle":26,"oldOrganization":26},"Professor",[67,69,71,73,75],{"name":68,"class":6},"Stockholm University",{"name":70,"class":6},"Karolinska Institutet",{"name":72,"class":6},"Uppsala University",{"name":74,"class":6},"KTH Royal Institute of Technology",{"name":76,"class":77},"Vestigio (NGO)","UNKNOWN","100470573","a-cluster-randomized-control-trial-of-pax-good-behavior-game-in-swedish-elementary-schools-100470573",false,"NCT05407623","A Cluster-randomized Control Trial of PAX Good Behavior Game in Swedish Elementary Schools","PAX Good Behavior Game - A Cluster-randomized Controlled Evaluation and Qualitative Analysis of Effects on Work Environment, Learning, Mental Health and Health Economic Aspects of Implementing a Classroom-based Intervention","ON SCHOOL LEVEL:\n\nInclusion Criteria:\n\n* The school uses the general study plan (i.e. the school is not only working with students with special needs)\n* There is at least one teacher that is willing to participate, signs the study consent, and will be able to start the implementation in his\u002Fher class at the earliest in the second semester in the first grade or at the latest the first semester in the third grade.\n* The principal has signed an agreement to participate in the project, to allow some time for measurements to be administrated, aid in delivering information to the parents, and that the school are responsible for implementing the methods within their regular operation (given that supervision is provided by the research team)\n\nExclusion Criteria:\n\n* Another method that specifically aims to improve study and classroom environment is being implemented\n* Another method that is expected to be time and energy consuming for teachers is being implemented during the same period\n\nON TEACHER LEVEL:\n\nInclusion criteria:\n\n* The teacher mentors a class of 1st or 2nd graders following the general study plan (ready to implement the program no later than the first semester of the 3rd grade) and deems the class suitable for inclusion in the study\n* The teacher has signed the informed consent\n\nExclusion criteria:\n\n* The teacher has expressed plans to terminate their employment during the upcoming two years\n* A major change in the composition of the class is planned during the upcoming year.","ALL","6 Years","10 Years",{"count":89,"type":90},2184,"ESTIMATED","INTERVENTIONAL",[93],"NA","Two important challenges that primary school in Sweden is confronted by are increasing levels of mental illness among children and adolescents and increasing rates of stress related symptoms and sick leave associated with mental illness in primary school teachers. Primary school is an important arena to address these issues.\n\nPAX is implemented as a part of the regular classroom activities and gives the teacher tools to promote behaviors that are constructive and learning oriented. The programme has been shown to improve student health and performance both short- and long-term. The teachers also receive tools to lessen stressors in their working environment. A Swedish uncontrolled pilot study showed increased well-being in children and reduced teacher stress as well as improved work related well-being at post-intervention.\n\nThe aim of this project is to study the effects of PAX on student well-being and teacher stress. In a cluster-randomized design, 84 teachers from 28 schools (clusters) will be randomized to either implement PAX, or to an active control group that receives the same amount of support but with different content. The PAX group will get a two-day education in PAX at the start of the term, followed by an implementation-term. The measurements include self-assessment, blind observer assessments, objectively measuring sound levels, data on sick leave and qualitative interviews.\n\nBaseline measurements are performed before implementation and primary end point is one year after. Costs and savings related to PAX will be measured and put in relation to the quality-adjusted life years of students and teachers. Long-term effects on student performance, health and participation in society will be evaluated in a follow-up project.",[96,97,98,99],"Well-being in Elementary School Children","Mental Health in Elementary School Children","Work-related Stress in Teachers","Academic Performance in Elementary School Children",[101,102,103,104,105,106,107,108,109,110,111,112,113,114],"Prevention","Pedagogy","Psychology","Leadership","Pedagogical leadership","Learning","Work-related stress","Mental health","Work environment","School-based research","Qualitative reserach","Quantitative research","Good classroom environment","Math skills","2025-04-08",{"date":117,"type":118},"2025-04-11","ACTUAL",{"date":120,"type":118},"2021-04-21",{"date":122,"type":90},"2027-06-15",{"name":5,"class":6},1]