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Related Experiment Video

Updated: Dec 31, 2025

Calculating Heart Rate Variability from ECG Data from Youth with Cerebral Palsy During Active Video Game Sessions
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Using Connected Technologies in a Continuous Quality Improvement Approach in After-school Settings: The PAX Good

Yasemin Cava-Tadik1, Emilie Phillips Smith1, Dian Yu1

  • 1University of Georgia.

Journal of Technology in Human Services
|January 1, 2020
PubMed
Summary

Connected technologies improved after-school program quality improvement. Evidence-based practices were better implemented using tech-enhanced scoreboards compared to in-person methods, showing technology

Keywords:
after-schoolchildrencoachingcontinuous quality improvementecological momentary assessmentimplementationmobile-technologypreventionstafftechnical assistance

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Area of Science:

  • Implementation Science
  • Educational Technology
  • Child Psychology

Background:

  • After-school programs require effective strategies for implementing evidence-based practices.
  • Continuous Quality Improvement (CQI) frameworks can enhance practice implementation.
  • Integrating technology offers potential for improving program delivery and staff support.

Purpose of the Study:

  • To explore the use of connected technologies within a CQI framework for implementing evidence-based practices in after-school settings.
  • To compare the effectiveness of technology-enhanced implementation versus traditional methods.
  • To gather staff feedback on technology integration for future development.

Main Methods:

  • A demonstration study involving 4 after-school programs and 12 staff members.
  • Randomized comparison of three conditions: tech-enhanced, in-person, and control.
  • Implementation of the PAX Good Behavior Game (PAX GBG) as the evidence-based practice.
  • Data collection through focus groups, Ecological Momentary Assessments (EMA), ANOVA, Post-Hoc Tukey, and Chi-square analyses.

Main Results:

  • The technology-enhanced condition demonstrated superior implementation of the PAX GBG, particularly through scoreboards, compared to the in-person condition.
  • Both technology-enhanced and in-person conditions showed better outcomes in behavioral strategies than the control group.
  • Staff reported enjoyment of technology and provided valuable feedback for future enhancements.

Conclusions:

  • Connected technologies, particularly through scoreboards, show significant promise in enhancing the implementation of evidence-based practices in after-school programs.
  • Technology integration within a CQI approach can effectively support capacity-building for program staff.
  • Further development and application of technology in after-school settings are warranted to optimize practice implementation and child outcomes.