Johns Hopkins University

The Center for Prevention & Early Intervention

JohnsHopkinsUniversity Early Identification and Intervention Program

PATHS TO PAX Focus Groups

Training

  • Training has been great – Dennis was great, coaches have been great, materials have been great.
  • Add a practice model for the game in the training.

Implementation

  • Roll out the implementation, difficult in very beginning of school year when we are getting to know our students, start with pieces and then full program maybe like October.
  • Regarding program implementation - recommended that program
    start with the school year so that it is built in to the schedule; need
    for greater school and administration support (e.g., even if teachers
    aren't doing program, awareness of program structure so they can help
    reinforce kids, etc).
  • Though time has been allotted in schedule for Paths to PAX, the children are either tired or very wound up by the time they get to it. It’s very hard to fit it in at a good time of day for the children.
  • It’s difficult when the paths to pax classrooms mix with the other kids at lunch, etc. Overall wish that the language of paths to pax could be introduced to all the teachers and classrooms so that they can have a common ground.

Administrative Support

  • It needs to be more school wide – Administrators and other school staff need to understand and be supportive of/reinforce what is being taught in the classroom.

Coaching

  • Relationship with coaches - enjoy having the support and
    someone to troubleshoot with; would appreciate more advanced notice of
    observations, and think observations would be better if they occurred
    when the teacher typically did the program.
  • More time to receive feedback from coaches would be good. Right now, it seems like coaches are observing, but there is not a lot of time for debriefing and assistance, etc.

PAX Game

  • How to reach the defiant child and how to maintain class focus when this is happening.
  • How to deal with constant/intentional Spleemers
  • Management of kids for whom the program does not work (i.e.,
    kids who need 'indicated' treatments; or management of all kids after
    they figure out the game and it is no longer reinforcing to them.
  • The competition aspect of the game disturbed many teachers. They prefer to play it as an entire class, “either we all win, or no one wins.” This seems more developmentally appropriate to the teachers.

PATHS Lessons

  • Kids like Paths to Pax – They love kid of the day and it is clear to the teachers that the lessons are useful to the children. There are more compliments in the classroom now.
  • Huge binder was overwhelming.
  • “Learning a language” (i.e., how to compliment each other, how to label emotions)
  • Making examples relevant to kids living in an urban environment; living in BaltimoreCity [e.g., incarceration, (physically) defending yourself, it is ok to say you’re sorry/take responsibility for your actions, boys: it is ok to cry, gangs, death, etc.]
  • Make it more real life – could tie into standards too, apply in social studies, align to the standards rather than make new time for it, people would do it then.
  • Regarding program content - need for it to be developmentally
    appropriate, relevant, and culturally sensitive; tootles and kid of the
    day work well; lack of parent engagement
  • Turtle should come earlier. Teachers prefer introducing it at beginning of school year to make it part of the classroom routine and expectations.

Parents

  • Parents need to be involved – Parents also need understand and reinforce what is being taught in the class at home