| | Qualitative Article Matrix |
| | Author Name/Year/Article Title | What is the "problem"/"issue? (why was this study necessary?) | Primary Purpose | Secondary Purpose | Research Question | Data Collection Method (i.e. interviews, observations, document analysis, etc.) | Participant sample (i.e. who? How many?) | Summarized Results | Theme I/Finding I | Theme II/Finding II | | Theme III/Finding III | History/Implemetation/School Counselors | Conclusions/Implications | Limitations (i.e. how was this study limited? (e.g. only interviewed black females) Limitations can be + or -) | Critique- what was done well/what could be done better? | Usefulness for Group Study (i.e. background information, literature review, evidence, theory, etc.) |
| 1 | Sugai, George, and Brandi Simonsen. "Positive behavioral interventions and supports: History, defining features, and misconceptions. Center for PBIS & Center for Positive Behavioral Interventions and Supports, University of Connecticut 14 (2012). | In education, PBIS is a new acronymn that is being thrown around. PBIS is the supposed to be the new answer to behavior problems. This study gives some much needed background and clears up many of the misconceptions surrounding PBIS. | To give a through background of the history of PBIS, it's inteventions, and to clarify many of the misconceptions surrounding PBIS. | To give some evidence-based support to show theeffectiveness of PBIS. | No clear research question, but I could umbrella it under "What is PBIS?". | Numerous journals, magazines, and books | None given | Thousands of school have been trained in PBIS and implemented the program into their schools with positive results when implemented correctly. At the end of the article, common misconceptions of PBIS are addressed | The history of PBIS broken down through the years, starting in the 1980s through today. A team at the University of Oregon found that focusing on prevention, school-wide systems, etc. helped curb behavior problems among students. | A clear defintion of PBIS- ... defined as a framework for enhancing the
adoption and implementation of a continuum of evidence-based interventions to achieve
academically and behaviorally important outcomes for all students. This stresses a positive relationship school wide between adults and students. | | Characterisitics: 1. student outcomes serve as the basis for practice selection, data collection, and
intervention evaluations. 2. rather than focusing on specific packaged or manualized interventions,
the PBIS framework highlights specification and adoption of evidence- and researchbased
practices that characterize packaged programs.3. consistent with the response-to-intervention approach, PBIS is
characterized by the establishment of a continuum of behavior support practices and
systems 4. he effective, efficient, and relevant use of data or information to guide
decision-making links the above characteristics | History | PBIS, when implemented correctly and when given time for everyone involved to be properly trained, can be very effective. Schools have seen behavior problems reduced, the climate at school improve, and a better understanding of which students require more intensive behavioral support. | No interviews were conducted, but 16,000 schools have been trained and are implementing PBIS with success. | The history of PBIS was written clearly and easy to follow. The misconceptions were helpful, but many questions were not addressed. | Background info was very helpful, as well as evidence |
| 2 | Bradshaw, C. P., Pas, E. T., Debnam, K. J., & Johnson, S. L. (2015). A focus on implementation of positive behavioral interventions and supports (PBIS) in high schools: Associations with bullying and other indicators of school disorder.School Psychology Review, 44(4), 480-498. Retrieved from http://ezproxy.redlands.edu/docview/1770814919?accountid=14729 | There is a lot of information on multitiered behvaior systems (such as PBIS) and its effectivness in elementary and middle school, but information is lack in high school. | To examine how behavior issues and school climate changed in high schools after PBIS was implemented. | To explore how bullying and other school-level behavior issues were lessened over time after PBIS was implemented. | Which baseline levels of bulleying and other indicators of school disorder were associated with PBIS implementation over the course of two-years.? | 31 high schools implementing (the 27 schools not included in the study were the control)
PBIS that were part of a larger 58
high school randomized trial of PBIS. | The current article examined the adoption and implementation
of PBIS in 31 high schools randomly assigned to implement PBIS,
within the context of a larger 58 high school randomized trial. | Schools with a high rate of bullying implemented PBIS with greater fidelity over time. | After the first year that PBIS was implemented, behavior goals were at an 80% benachmark and continued to grow the next year. | After the first year that PBIS was implemented, incidents of bullying decrases | | After the first year that PBIS was implemented, the study showed that Tier 1,2, and 3 interventions were successful. | History, Implementation | The implementation of PBIS helped to bring bulleying incidents down, but school need to keep track of bullying incidents throughout the process. Schools also need to utilize the expertise of school psychologists and counselors during the proccess. | This study focused on high schools and not bullyign incidents in the lower grades. There was no mention of race, SES, or any other factors that may have be limitedly represesented. | No critiques | All around very helpful. Mentions the need to include school counselors. |
| 3 | Goodman-Scott, E. (2013). MAXIMIZING SCHOOL COUNSELORS' EFFORTS BY IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: A case study from the field. Professional School Counseling, 17(1), 111-119. Retrieved from http://ezproxy.redlands.edu/docview/1558312811?accountid=14729 | With adoption of PBIS in many schools and the problems of bulleying and problematic student behavior and the increased responsibilities of a school counselor, school counselors need to find a balance. | To describe the role of a school counselor within the PBIS system | School counselors need to find a balance within their responsibilities and keep a welcoming school environment. | What is the role and responsibilities of a school counselor in PBIS ? | Monthyly meetings, office referrals, staff feedback, student feedback, program assessments, student interventions | Washington Elementary School in Virginia. 878 students, 57 teachers | Implementing
PBIS in schools is an effective way to
maximize school counselors’ efforts
to meet the needs of every student
as a component of a comprehensive
school counseling program, but more evidence-based research is needed. | School counselors play a critical
role in the implementation of PBIS
in their schools. PBIS is aligned with the ASCA National Model. | In a time of budget cuts and highstakes
testing, school counselors
need to reinforce their value. By
successfully implementing PBIS,
school counselors can demonstrate
their crucial role, impacting
data-based student outcomes
and providing prevention for all
students and specific interventions
for students with high needs. | | School counselors will need to
garner the support of all stakeholders,
school administrators,
staff, and district-level administrators
in order to implement
School counselors will need to
garner the support of all stakeholders, parents,
school administrators,
staff, and district-level administrators
in order to implement
PBIS | Implementation, School Counselor | Although
more evidence-based research is needed
to demonstrate the impact of school
counselors successfully integrating PBIS
into their school counseling programs,
the Washington case study provides
guidance about how one school counselor
successfully implemented a PBIS
framework in his/her school. | This study focused on one elementary school in one district. The demographics of the study was also a bit lacking (not an even representation of males and other minorities). | The tie in with ASCA was extremly helpful | Again, the ASCA tie in to PBIS. It not something often referred to or mentioned. I did not know about it until now. |
| 4 | Goodman-Scott, E., & Grothaus, T., PhD. (2018). RAMP AND PBIS: "THEY DEFINITELY SUPPORT ONE ANOTHER": THE RESULTS OF A PHENOMENOLOGICAL STUDY (PART ONE). Professional School Counseling, 21(1), 119-129. doi:http://dx.doi.org.ezproxy.redlands.edu/10.5330/1096-2409-21.1.119 | As PBIS becomes more popular in schools, school counselors needed to find their place in the PBIS program. | ASCA was looking for programs to help school counselors align the two frameworks (PBIS and RAMP) | The information on the rold of the school counselor in PBIS was scarce. | How can ASCA's program RAMP support school counselors as the adoption of PBIS grows. | Phenomenological inquiry | 10 school counselors that has adopted RAMP and PBIS. | Previous related
studies and conceptual frameworks and
further inform the profession about the
positive possibilities of interaction between
comprehensive school counseling
programs and PBIS | PBIS needs to become part of the school culture. It sets a positive environment. | School counselors can help by setting a "school-wide" common language. | | PBIS is a program that takes a lot of work and time to implement correctly. Delegating jobs was also noted as being a difficult task. | Implementation, School Counselor | According to the
school counselors in this study, these
two frameworks “go hand-in-hand,”
and further integrate comprehensive
programs within the foundation of
the school. This strengthens school
counselors’ ability to meet students’ needs through a comprehensive school
counseling program.
academic, career, and social/emotional | Only 10 counselors in one school district were surveyed. Also, these counselors were part of the RAMP program. | The tie in with ASCA was extremly helpful. Also learning about the RAMP program. Most of all reading what school counselors had to say. | ASCA |
| 5 | Cressey, J. M., PhD., Whitcomb, S. A., PhD., McGilvray-Rivet, S., Morrison, R. J., & Shander-Reynolds, K. (2015). HANDLING PBIS WITH CARE: SCALING UP TO SCHOOL-WIDE IMPLEMENTATION. Professional School Counseling, 18(1), 90-99. Retrieved from http://ezproxy.redlands.edu/docview/1672762009?accountid=14729 | In most schools, the principal is in charg of implementing PBIS. In this study, a school counselor and her team were the leads on introducing the school staff to PBIS | A school counselor taking a leadership role in a school that has adopted PBIS and the 5-yar journe of its implentation. | The
process and outcomes of the collaboration
between authors, who include
the school counselor, a teacher, an administrator,
and two university-based
consultants with expertise in PBIS. | The study began with the school counselor introducing PBIS to an elementary school and then, with the help of university | Participatory, descriptive
case study method | The process and outcomes of the collaboration
between authors, who include the school counselor, a teacher, an administrator, and two university-based
consultants with expertise in PBIS. | Collaboration with educators from
other backgrounds is one of the most
powerful tools in a school counselor’s
repertoire
| The role of a school counselor in
adopting a school-wide initiative such
as this one can be powerful and crucial
to its success. Working in collaboration
with all of the stakeholders
in the school community allowed this
counselor and her co-chair to engage
teachers, administrators, students,
and families in a multi-year process of
changing school culture. The school
counselor and building administration
have an ongoing relationship
with district administrators and can
continue to advocate for support that
will promote long-term sustainability
of PBIS in this building and
perhaps others in the district. | As the school counselor implemented PBIS in her school, the amount of time allocated to PBIS did not affect the time she spent on her other responsibilities. | | The use of data to guide intervention
planning was a key practice that
contributed to the successful implementation
of school-wide PBIS with
fidelity. | Implementation, School Counselor | Larger investigations
of how school counselors experience the benefits and challenges of PBIS
are also needed in order to further inform the training and practice of
school counselors. The partnership between educators
from school counseling, school psychology,
special education, elementary
education, and school administration
may have been one of the most important factors in the present study. | The study was conducted at one school with one elementary school counselor. | It followed the process over five years. It started from the very beginning and even how the university-based consultants were used. | The implementation process through the eyes of a school counselor. |
| 6 | Bradshaw, C. P., & Pas, E. T. (2011). A statewide scale up of positive behavioral interventions and supports: A description of the development of systems of support and analysis of adoption and implementation. School Psychology Review, 40(4), 530-548. Retrieved from http://ezproxy.redlands.edu/docview/921366088?accountid=14729 | To review the implemention process of PBIS in the state of Maryland and the school and district factors that influenced the training, adoption, and implementation of PBIS. | Growing pressure on schools to provide
a safe and orderly learning environment has
contributed to the increased adoption of prevention
models at the district and state levels. | There is a growing number of efficacious prevention
programs, but little formal guidance on how to develop the systems to support their
implementation at a district or state level. | What systems and practices would promote a high qualty school wide prevention program and what district-level factors would influence training and adoption. | Data camefrom a
statewide evaluation of school-wide PBIS collected
during the 2006–2007 and 2007–2008
school years. | Elementary schools within the 24 districts in Maryland. | Building a district culture
of active participation in a state initiative
appeared to be an important factor associated
with adoption.
| The district size was
negatively associated with schools’ likelihood
of receiving training in PBIS, such that the
odds of a school receiving training decreased
on the number of elementary schools in the
district. | None of the
school-level predictors (i.e., suspensions, truancy,
enrollment, students per teacher, special
education rates, or percent of teachers certified)
were significantly associated with the
adoption of PBIS, when examining all schools
in the state. | | The number of years since a school was
trained in PBIS was significantly associated
with all three measures of implementation
quality. | Implementation, School Counselor | The empirical contextual
findings suggest that school-level indicators of
need (e.g., suspension, mobility, and academic
achievement rates) are generally associated
with both receipt of training and adoption of
PBIS. Therefore, schools with these particular
characteristics should be prioritized for training,
as they may be more motivated to adopt
PBIS. With regard to district factors, large
districts may naturally struggle to scale up
programs, and therefore may need special support
from the state. | The study was only conducted in Martyland at elementary schools. | The study stressed the importance of building a strong school and district culture of active particpation is vital. | Good information on the background of PBIS, how to implement, and the emphasis that the process takes time in order to see results. |
| 7 | Upreti, G., Liaupsin, C., & Koonce, D. (2010). Stakeholder utility: Perspectives on school-wide data for measurement, feedback, and evaluation. Education & Treatment of Children, 33(4), 497-511. Retrieved from http://ezproxy.redlands.edu/docview/815405102?accountid=14729 | To review the data collected, over the past 20 years, to ensure that PBIS is being implemented correctly and to see what can be improved in the over 10,000 schools that have adpoted PBIS. | To review and assess the efectiveness of PBIS. | To provide information on what can be done to improve PBIS and make sure that all involved (the stakeholders) are getting a good deal on their investment. | Does all the data collected on PBIS, by various sources, show that PBIS is effective? | Data collected from numerous different sources (see Table 1 in article) | Schools and districts | The adoption and implementation of PBIS is a continous cycle. It is always improving to previde the best results for all involved. Keeping good data on its progress is one of the best ways to ensure that PBIS is working most effectively for all involved. | Each person involved (i.e. the stakeholder) needs to understand their role. The role should beclearly defined with room for movement, but not so much that the roles get blurred. | Relexivity- stakeholders need to have a stake in what they are doing. If there is no connection or understanding of what they are being asked to do, then the stakeholder canjeopardize the outcome. | | stability is an important dimension for any outcome measure
and refers to the relationship of the variable to its purpose. Parents, students, teachers and administrators alike should be all be on board to reach a common goal. | Implementation | The number of schools implementing PBIS is expected. A vast array of potential difficulties threatens a legitimate return
from practice to research. Pinpointing the purpose of any field-initiated
research so that it might more aptly address the appropriate
audience can help school-and district-based stakeholders inquire into
their own PBIS implementation progress with increased precision.
to increase exponentially in the next ten years, and Response to
Intervention (RTI) models for measuring student academic progress
are expected to parallel data collection pertaining to student behavior. | Stakeholder utility is not yet a quantifiable construct
and categorization is limited to simple (and rather non-specific) ordinal
levels of low and high. | I really liked how the article made everyone invovled in PBIS a stakeholder- from students to admin to parents. In order for PBIS to be effective, one the key components is getting everyone onboard on the same page. | The stakeholder questions, the emphasis on everyone being on the same page. |
| 8 | Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial. Journal of Educational Psychology, 107(2), 546-557. doi:http://dx.doi.org.ezproxy.redlands.edu/10.1037/a0037630 | The article uses
prior research on the effectiveness of PBIS by exploring the extent to which PBIS’ effects vary as a function of the child’s
baseline pattern of social– emotional and behavioral risk. | The article focuses on growing interest in subgroup effects of preventive
interventions among educational researchers | This in turn, may inform
our understanding of personalized prevention and help identify
children who are most responsive to PBIS. | Do the impacts
of PBIS vary as a function of the children’s baseline level of social– emotional and behavioral risk? | Numerous randomized controlled effectiveness
trials in elementary schools in five districts | Elementary schools within the 5 districts | At-risk and high-risk children may benefit most from exposure to PBIS | There were significant differences in the
PBIS outcomes based on the children’s baseline risk class. At-risk and high-risk students received significantly less referrals | The socially–
emotionally skilled children in the PBIS schools were less
likely to receive counseling services for social skills development
and less likely to experience grade retention. | | Receiptants of counseling services and referral to special
education, which are indicators of the need for more intensive
services | Implementation, School Counselor | Given the relatively modest financial and training resources
required for the universal PBIS implementation, it is likely that the
investment of more intensive supports to meet the needs of at-risk
and high-risk students results in greater impacts over and above the
universal program in isolation | Districts and schools need to budget for adequate training in properly implement PBIS. Also, since PBIS is a multi-tiered program, schools and districts need to make sure they have the resources to accomidate the whole program. | The study rarely mentioned the teachers and what their roles would be. Counseling was brought up, but never how they could be a benefit to the program. | The chart "Variation in the Impact of PBIS" was fantastic.Very useful. |
| 9 | Bryan, J., Day-Vines, N., Griffin, D., & Moore-Thomas, C. (2012). The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior. Journal of Counseling and Development : JCD, 90(2), 177-190. Retrieved from http://ezproxy.redlands.edu/docview/963768951?accountid=14729 | Disproportionality plagues schools nationwaide in speical education placement, dropout, discipline referral, suspension, and explusion rates. | To examine the predictors of teacher referrals to school counselors for disruptive behavior. | Teacher's referrals and disciplinary in fractions were often based on race and gender. | Research Question 1: What student, school, and teacher variables predict teachers' referrals of high school students to the school counselor for disruptive behavior?
* Which students are English teachers more likely to refer to the counselor for disruptive behavior?
* Which students are math teachers more likely to refer to the counselor for disruptive behavior?
* Will there be significant interactions between students' race and gender and teachers' race and gender in disciplinary referrals to the school counselor?
Research Question 2: Are teachers referring students who are generally at risk for disciplinary action and suspension to the school counselor?
* Do students' previous at-risk behaviors and disciplinary infractions predict teacher referrals to the school counselor for disruptive behavior?
Research Question 3: Do teachers' PSE of students predict their referrals to the school counselor? | Observations, interviews, document analysis | Participant samples- 10th graders from math and ELA claesses | Overall, female students were far less likely to be referred for disruptive behavior than were male students. In English classes, students' race was a predictor of teacher referrals to school counselors, but not Ui math classes. In both English and math classes, teacher PSE and previous at-risk behaviors and disciplinary infractions were predictors of teacher referrals. There was a significant two-way interaction between students' race and gender Ui English classes, but not in math classes. | English teachers were more likley to refer males to the school counsleor (3 times as often), Black students had 71% better odds than white students | Math teachers were more likley to refer males to the school counsleor 51%), No significant interaction between student's race and gender. | | In English and Math classes, students' previous at-risk behaviors and disciplinary infractions were positive predictors of teacher referrals to the school counselor for disruptive behavior. | School Counselor role | The results of this study suggest that, to some extent, English and math teachers may differ in whom they refer to the school counselor for disruptive behavior; that is, subject context may affect disciplinary referrals. Moreover, students' race appeared to be a significant predictor of referrals in English teachers' classrooms but not in math teachers' classrooms. | The study is predictive in nature and this large nationally representative data set allowed the writers to examine a set of potential predictors of teacher referrals to school counselors for disruptive behavior that provides support for previous research on the topic and lays the groundwork for future primary source studies that further explore the dilemma of disproportionality in school counseling and schools | No mention of PBIS, but includes important information on school counselors and behavior. | Good information on how school counselors deal with discpline and some of the discrepancies many face. |
| 10 | Goodman-Scott, E., Betters-Bubon, J., & Donohue, P., PhD. (2015). ALIGNING COMPREHENSIVE SCHOOL COUNSELING PROGRAMS AND POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS TO MAXIMIZE SCHOOL COUNSELORS' EFFORTS. Professional School Counseling, 19(1), 57-67. doi:http://dx.doi.org.ezproxy.redlands.edu/10.5330/1096-2409-19.1.57 | No thorough description exists of the alignment between comprehensive school counseling programs and PBIS | To conceptualize an alignment, aiming to increase school counselors’ and stakeholders’ understanding of and advocacy for this alignment to maximize school counselors’ efforts. | The article also provides school counselors with implications and recommendations on how to align PBIS to their own programs | How can school counselors align their programs with PBIS to maximize their own effforts? | Document analysis | No participant sample, just articles | School counselors need to be advocates for themselves. They need to make sure their vision and the mission statement is in line with the school's and district's. Doing so will help strengthen the credibility of the school counseling program. | School counselors need a clear framework of how to align their program and PBIS. | PBIS is set up to as a 3-tiered system that is similar to many school counseling programs with the common goal of helping students be successful and finding ways to helpd students with discipline problems. | | Training school couselors to be leaders, adovcates, systematic change agents, and collaborators which readies them to be essential in PBIS implementation and central to their school's goals and misson. | History, Implementation, School Counselors | School counselors are an essential part of making a successful PBIS program in any school or district. ASCA (ASCA National Model) has a similar program to PBIS and provides training to help with implementation. | Training for school counselors (can be expensive, time cnsuming, pricipals/districts need to be willing to send school counselors), school counselors need to advocate for themselves, | None, best article I have come across yet | Evidence was great, the explination how PBIS and the ASCA National Model are acually very similar, pushing for school counselors need to advocate for themselves. |
| 11 | Jolivette, K., Kimball, K. A., Boden, L. J., & Sprague, J. R. (2016). The utility of a multi-tiered behavioral system in juvenile justice: The positive behavioral interventions and supports framework. Corrections Today, 78(3), 42-47. Retrieved from http://ezproxy.redlands.edu/docview/1845725905?accountid=14729 | Numerous entities, including the U.S. Department of Education and Department of Justice, continue to call for the adoption and implementation of a multi-tiered behavioral system within juvenile justice as a means to provide quality education and safe and secure facility environments for youths in secure care as a means of improving youth outcomes. | As more juvenile correctional agencies and facilities are mandated from within or from the outside to adopt evidence-based practices and move away from reactive practices, many are looking for a framework to better organize their day-to-day operations and make feasible, longterm strategic agency plans - the premise being "working smarter, not harder." | When considering the adoption of such a framework, there needs to be flexibility to consider the different missions, configurations, governing bodies, therapeutic foci and youths served within detention and committed secure juvenile facilities. | Will the implementation of PBIS (a multi-tiered discipline behavioral system) that align with current science and effective practices in terms of what is most effective in impacting youth behavioral, academic and transitional outcomes from various fields? | Interviews, observations, self-evaluations, and documentation | State juvenile agencies and facilities | ThePBIS framework is worth further investigation within juvenile justice to meet the diverse behavioral needs of youths so as to promote improved "within and outside the fence" youth outcomes. | Staff needs to be correctly trainied in order to implement PBIS correctly. It is stressed in the article that all staff must be trained (campus security, support staff, etc.) | A PBIS Steering Committee will be set up made up of agency level personnel with decision-making powers and a sampling of facility-level personnel actively involved on Tier 1, II and/or III PBIS leadership teams to help guide decisions related to adoption and adaptation of PBIS policies and practices, to cut out ineffective policies and practices, and to identify current and future needs for further exploration | | Constant revisiting of the PBIS program by the PBIS Steering Committee to address what is and is not working within the PBIS program. Outside expertise on PBIS will be called in to advise. | History, Implementation | PBIS is set up to work with in schools or juvenile detention programs, but a team should be set up in place ot constantly review how the program is progressing. Every staff member should be trained and consulted on the progress of the program. | Only referred to juvenile dentention centers, did not mention counseling | It was nice to finally read that training all staff at a site must be trained | Evidence and background info I think will be very useful. |
| 12 | Spencer, J. (2013). Effect of positive behavioral interventions and supports on school-wide discipline in a title i intermediate schoo (Order No. 3603629). Available from Education Database. (1471911616). Retrieved from http://ezproxy.redlands.edu/docview/1471911616?accountid=14729 | The high rate of office referrals has become an issues for many schools and many are wondering if PBIS will help to solve to the problem. | One of the biggest challenges teachers and other school personnel face is implementing effective behavior strategies that keep children in the classr oom and out of the principal’s office. | The number of referrals from the previous year, when PBIS was not implemented, compared to the current year, when PBIS was implemented. | What is the effect that PBIS had on the number of students sent to the office with a referral at Main Street Interme diate, a Title I School? | Random sampling, Power School student information system, which is a web-based public information program that tracks student schedules, abscenfces, grades, and other relevant student information needed by schools. | Third and fourth grade students who were enrolled during the 2010-2011 school year and the fourth and fifth grade students enrolled during the 2011-2012 school year | A school-wide behavior management plan with clear expectations and procedures can help affect disruptive students. It can also provide | Teacher feedback is a very important part of PBIS; this provides an opportunity for teachers and other faculty members to express their concerns and successes with PBIS. Teachers were encouraged to bring up specific student behaviors, a nd ideas can be sought from others who have found success in dealing with that certain behavior using a targeted intervention. | Teachers and other school leaders committed to social change create opportunities for all stude nts by dealing proactively and positively with issues of student behavior and achievement. | | Positive behaviors shown by students should be rewarded and negative behaviors by students should be dealt with through an intervention process. Students who are successful in the classroom with their behavior know what the behavior expectations and procedures are ahead of time. Classroom environments that are disruptive negatively impact learning, and are also a main reason why te achers leave the teaching profession. | History, Implementation | A school-wide behavior management plan with clear expectations and procedures can help affect disruptive students. It can also provide them tools to change their actions positively. | Data was only collected from one school over the course of two years, how teachers implement PBIS is different, how often positive reinforcement was used varied from each class. | No mention of school counselors. I would lthink that talking to them could have strengthened this paper and its findings. | Data, surveying the same school before and after PBIS has been implemented. |
| 13 | Hurst, B. C. (2013). What do administrators and teachers know about positive behavior intervention and support (Order No. 3602400). Available from Education Database. (1468467139). Retrieved from http://ezproxy.redlands.edu/docview/1468467139?accountid=14729 | School districts thoughout the country are facing serious problems with discipline and many are hoping to find answers with PBIS, but do principals and teachers really understand the program. | This quantitative study focused on what administrators and teachers at knew about Positive Behavior Intervention and Support. | The study wanted to learn about the knowledge of the PBIS tier system, and knowledge of the factors that affect the implementation of PBIS | 1. What do administrators and teachers know about PBIS as it relates to school culture and teaching new skills? 2. What do administrators’ and teachers’ know about the PBIS tier system? 3. What do administrators’ and teachers’ know about PBIS in regards to the factors that affect implementation? (Team, Staff, Administration, Coaching, District) | Survey and other documents. | The survey was administered to five administrators and 92 teachers | PBIS had shown to be a deterrent to disrupt ive behavior in schools. It had also reduced the number of office daily referrals (ODR’s) and increase overall student attendance in a school year. The implementation process of PBIS was challenging; however, if implemented with fidelity, it was shown to have a positive impact on the overall school culture and climate. | Many teachers when surveyed on the first research question, said they did not need additional training on PBIS, many felt there was a disconnect in expectations of admin and teachers when it came to PBIS. | The survery for the second research question showed that over half the staff did not know which tier discipline data was used to identify students | | When asked if a PBIS coach was provided at the district level to assist
72 with implementing PBIS at the school level, 65.07% of administrators and te achers selected Don’t Know as their answer choice. The administrators and teachers also selected Don’t Know as their response 54.68% of the time when asked if the district provided the school with resources to help implement and sustain PBIS. | Implentation | Based on the administrators and teachers responses, PBIS
80 did n ot address all discipline problems. The findings also revealed that administrators and teachers lacked the knowledge needed to implement the three tiers of PBIS and they were also unaware if the district provided any r esources or coaching support. | The population of this study was limited to only administrators and teachers at one high school site.The study was further limited by voluntary participation. | Again, school counselors were left out. Including them in the study and implementation could have changed the results. | The information on the 3Tier System was good. |
| 14 | Yeung, A. S., Craven, R. G., Mooney, M., Tracey, D., Barker, K., Power, A., . . . Lewis, T. J. (2016). Positive behavior interventions: The issue of sustainability of positive effects. Educational Psychology Review, 28(1), 145-170. doi:http://dx.doi.org.ezproxy.redlands.edu/10.1007/s10648-015-9305-7 | Recent studies identify sustainability of current positive behavior intervention programs as a major concern | The purpose of this article is to identify future direction for effective implementation of positive behavior interventions based on a comprehensive review of the current status of positive behavior interventions in terms of sustainability. | Another factor that imoacts stability is implementation fidelity. | Is PBIS a sustainable program that will continue to have positive effects? | Survey | 293 school-based professionals , from 117 schools across six states. | There is a large body of research reporting the results of PBIS, yet, only an emerging focus on the issue of sustainability. Further studies are needed to advance our knowledge of sustainability; however, given the extensive resources invested to conduct longitudinal re- search, this work must be informed by a clear synthesis of the current status of school-based programs in terms of sustainability | Given the importance of fidelity when implementing PBIS, researchers have devoted significant amounts of effort to measure implementation fidelity. Proper implementation is key to sustainability. | he evidence suggests that programs with high implementation fidelity will have a more positive impact on student outcomes. If implementation fidelity is not maintained, suboptimal outcomes may occur. Without observable positive outcomes, teachers’ motivation to sustain positive behavior management will be negatively affected. In this sense, implementation fidelity should be an essential element of sustainability | | Like administrator support, the provision of professional development, training, consultation, and coaching across the multiple levels of the three tiered continuum, as well as systematic collection and analysis of student data has been often cited as a prerequisite for sustained implementation of PBIS in existing studies | Implementation (REALLY GOOD!) | For effective implementation of PBIS, administrator support is needed to promote team effectiveness and data-based decision making. Even though overall implementation fidelity in current programs seems to be high at the school level, there is likely to be uncertainty about classroom-level implementation fidelity due to a lack of extensive assessment on classroom implementation | No mention of school conselors. No mention of school demographics. | Bring school counselors in on the study. This study could have really benefited from a school counselor's view point. | Really hit on the key points of implementation. The article hit on all the different levels of implementation- district, school, and classroom. |
| 15 | Camille, V. L. (2014). An investigation into the effectiveness of PBIS in an illinois middle school setting (Order No. 3644267). Available from Education Database. (1636532965). Retrieved from http://ezproxy.redlands.edu/docview/1636532965?accountid=14729 | The topic/problem at the middle school serving as the site for this study is the number of problem behaviors exhibited by the student body. In an effort to reduce these problem behaviors, the organization implemented a discipline system- PBIS | The primary purpose of this study was to analyze the perception faculty members in regards to the implementation of PBIS in a middle school | Another factor wa s the effectiveness of PBIS and one of its interventions, referred to as advisories, in reducing problem behaviors. | 1. How is student behavior affected due to the implementation of PBIS? Do the office referral forms allow for accurate, truthful, and meaningful data to be collected, recorded, and analyzed? Why or why not?
2. How effective is PBIS as an intervention in the middle school located in Illinois? What principles in the PBIS initiative are most advantageous as an intervention at this middle school?
3. What refinements or improvements can be made to improve PBIS?
4. What modifications to PBIS can be made that would allow for buy-in of those
teachers that are opposed to the initiative?1. How is student behavior affected due to the implementation of PBIS? Do the office referral forms allow for accurate, truthful, and meaningful data to be collected, recorded, and analyzed? Why or why not?
2. How effective is PBIS as an intervention in the middle school located in Illinois? What principles in the PBIS initiative are most advantageous as an intervention at this middle school?
3. What refinements or improvements can be made to improve PBIS?
4. What modifications to PBIS can be made that would allow for buy-in of those
teachers that are opposed to the initiative? | Survey | Certified staff at a midwestern middle school, grades 5-8 | The advisories and interventions themselves were sound concepts; however, the structure and delivery of the interventions needed improvement. | PBIS demonstrated that the faculty at this organization perceived it to be a useful and effective tool to reduce chronic problem behaviors. | The advisories and other interventions that PBIS employed were only slightly effective. | | As the data exhibits, the advisories and interventions themselves are sound concepts; however, the structure and delivery of these interventions need improvement. | Implementation | Managing disruptive and chronic misbehavior of students is challenging for districts while attempting to meet the individual needs of every student. Providing processes and procedures to help all students thrive in a setting conducive for learning continues to be a fundamental goal for all schools. | Study was done only in one school in the midest. No mention of any other demographics. | Implementation was addressed, but no mention of school counselors, Does no one see the importance in inclluding them? | Literature review was great. Led me to a lot of additional resources. |
| 16 | Martens, K., & Andreen, K. (2013). SCHOOL COUNSELORS' INVOLVEMENT WITH A SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT INTERVENTION: ADDRESSING STUDENT BEHAVIOR ISSUES IN A PROACTIVE AND POSITIVE MANNER. Professional School Counseling, 16(5), 313-322. Retrieved from http://ezproxy.redlands.edu/docview/1448006405?accountid=14729 | For schools using School-Wide Positive Behavior Supports, the school counselor is an essential member of the implementation team. Moreover, the prevention model corresponds with the school counselor standards and the ASCA National Model. | Student misbehavior adversely affects instruction, the learning environment, and the overall school climate for all learners within the school. Behavior issues interrupt and displace classroom instruction when teachers are forced to redirect and consequence the misbehaving student. Behaviors that require an office referral cost offending students additional instruction time while they wait in the office. | Then, if the resulting consequence includes suspension, the student loses even more instruction time, potentially an entire day. In order to maximize instruction time and build a more positive school culture, schools need an action plan. | How can a school counselor best address PBIS in their school while staying inline with the school counselor's stnadards and the ASCA National Model? | Interview, documention, observations, and student data | A school counseling team with a school staff at a K-3 elementary school of 600 pupils | The school counselor plays an important role in advocating for schoolwide systems that allow students to be successful. School-Wide Positive Behavior Support provides the framework to ensure all students receive the support they need to be successful in their relationships and academics. Although the majority of students will respond to school-wide interventions, some students have a need for more intense, research-based interventions. | The goal of tier two interventions is to reduce the level of present problem behaviors and to prevent further escalation of problem behaviors eviewed 13 existing studies to determine the outcomes of three tier two interventions within the context of School-Wide Positive Behavior Supports: Check-in/Check-out (CICO), social skill instructional groups, and academic instructional groups. Researchers found CICO to be effective in reducing problem behavior and concluded that CICO was the only tier two intervention to be successfully implemented by school staffwhile also being viewed as worthwhile by school personnel | Check-in/Check-out establishes a structured daily routine for identified students in order to reduce and prevent the escalation of problem behaviors. The goals of CICO are to increase the opportunities adults have for prompting students to engage in positive behavior, provide behavioral feedback to the student at predictable times throughout the day, develop a meaningful adult-student relationship through positive interaction, and communicate behavioral challenges and successes with families daily | | chool counselors are responsible for recognizing and responding to situations that impede students' academic success and for supporting school programs such as School-Wide Positive Behavior Support.he components of CICO correspond to the areas of practice of school counselors in several ways | Implementation, SCHOOL COUNSELORS!!! | School counselors' knowledge and expertise on student issues, including mental health challenges that affect learning, make them an ideal component to the implementation of CICO. School counselors can use data collected through the daily behavior report cards to identify triggers and barriers to effective learning. School counselors can also provide feedback to parents, caregivers, teachers, and mental health professionals regarding the student's behavior data. The program also provides the school counselor time to deliver individual counseling services to at-risk students. The school counselor establishes a consistent, positive relationship with the student that promotes motivation toward growth and increased opportunities for learning. | Study was done only in a small elementary school, no mention of any demographics | Finally school counselors are talked about and their important role in PBIS. | Good info on school counselors and the ASCA National Model. |
| 17 | Gruman, D. H., PhD., & Hoelzen, B., M.A. (2011). Determining responsiveness to school counseling interventions using behavioral observations. Professional School Counseling, 14(3), 183-190. Retrieved from http://ezproxy.redlands.edu/docview/851624487?accountid=14729 | As an integral member of the school behavior team, school counselors must use data on individual interventions to contribute to the data-based decision making process in RTI (Response to Intervention). | Many school districts have adopted the Response to Intervention (RTI) approach to addressing academic and behavioral difficulties as an alternative to the traditional special education assess- ment model | Educators may use an RTI process to identify and address learning and behavior problems as quickly as possible in a child’s education. | Is the responsiveness of school counselors when using behavioral obsevations effect? | Office referrals, observations,documentation | None given | This article has presented a method and rationale for using behavioral observations in the area of pro- fessional school counseling responsive services. | In a school-wide implementation of RTI, the expectation exists that educators will deliver a high- quality program of instruction and behavioral man- agement to all students at Tier One. Typically, Tier One interventions are delivered in the general edu- cation classroom and include behavior management or social skills programs like Positive Behavioral Supports | At Tier Two, frequent assessments or “progress monitoring” are utilized to determine how well a student is responding to the chosen interventions. When a child improves to the point that his or her academic skills or behavior more closely approxi- mates peer levels of performance, the student returns to the less intensive level of intervention in Tier One. When a child does not respond favorably to the interventions, a team of educators meets to plan different small group interventions at Tier Two or more intensive, individualized interventions in Tier Three. | | In Tier Three, focused responsive services may be delivered by the school counselor in such forms as individual counseling, behavior improvement plans, or coordination with community resources (e.g., foster care, physical or mental health care) to assist with services beyond the scope of the school (e.g., referral for ADHD evaluation or substance abuse treatment). | School counselors | The call for greater accountability has profoundly shaped the education profession in the United States over the past two decades. The widespread practice of mandated testing, consequences for low perform- ing schools, and higher standards for educator preparation programs give clear evidence of change. Like other educators, school counseling profession- als have had to adapt to educational reform by assessing and reporting the contributions they make to student progress. In this era of school reform and downsizing, school counselors must convince policy makers and school leaders that their efforts have a measurable impact on student achievement | The case samples given where only of successful cases using RTI. No mention of any demographics. No mention of training or implementation. | School counsleors are the focus and it mentions many times that they are an essential part of making a behavior system adopted by a school to be successful | Good review of RTI, school counselors roles in behavior |
| 18 | Walker, B., Cheney, D., Stage, S., & Blum, C. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194-204. Retrieved from http://ezproxy.redlands.edu/docview/218767755?accountid=14729 | As schoolwide positive behavior supports (PBS) become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. | This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals. The students were identified through the use of the Systematic Screening for Behavior Disorders administered in the fall. | The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams-such as a Student Study Team, a Functional Behavior Assessment Team-and the number of students who qualified for special education that year. | 1. What percentage of the students from Grades 1 through 6 in the schools were considered to be at risk of school failure due to externalizing and internalizing behavioral problems as measured by the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)?
2. How did teachers rate at-risk students' social skills and problem behaviors on the Social Skills Rating System (SSRS; Gresham & Elliot, 1990) at the end of the school year, and how are these results related to the distribution of student's ODR?
3. What differences were there on the SSRS for externalizing and internalizing students?
4. What was the distribution of the students identified as at risk (passed Gate 2 of the SSBD) on the measure of ODR, and how will this distribution be reflected by SSBD type (externalizing and internalizing)?
5. What were the number and percentage of at-risk students referred for further evaluation and support at meetings such as Student Study Teams, Positive Behavior Support Teams, and qualifying for special education? | Surveys, office referrals, observation, and documentaion | 72 students identified as at risk in 3 elementary schools | Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process. | The data indicates that after 3 years of schoolwide PBS implementation, the number of students identified as at risk for developing more serious emotional or behavior problems by the SSBD remains relatively high. | The significant difference between the groups on social skills seems to underscore that students identified as externalizing are more likely to be perceived by teachers as having social skill deficits when compared to students identified as internalizing. These results are indicative of how as a group internalizing students may be more difficult to identify using standard behavior rating scales and may require a closer analysis of how their behavior manifests itself in school environments. | | Helping schools develop strategies for identifying and supporting these students early in the development of their behavior problems should be an important component of a PBS program. | Implementation, a little on school counselors | By identifying needs earlier and carefully matching and monitoring the supports and interventions, school teams may have been able to respond more effectively to these students as their problems emerged. As would be expected, students with high levels of ODR (Office Discipline Referrals) were in the majority and also became candidates for additional support services | lack of baseline data on the dependent measures or control schools, sample size | Very little mention of school counselors, what about middle or high school? | Great info on how to idenitfy and support at risk students. |
| 19 | Padden, D. H. (2009). Effective school -wide discipline through positive behavior supports: An analysis of current practice (Order No. 3353204). Available from Education Database. (305029028). Retrieved from http://ezproxy.redlands.edu/docview/305029028?accountid=14729 | Educators, as well as the general public, are searching for evidence- based practices that support and maintain school safety and orderliness. | This study sought to identify and determine the relative impact of specific facilitators and barriers to successful implementation.. | This study identified the types of professional development opportunities related to SWPBS available to school personnel. | 1. What is the implementation status of formal school-wide discipline and behavioral support programs in selected schools in Virginia?
2. What factors facilitate the implementation of formal school-wide discipline and behavioral support programs?
3. What factors impede the implementation of formal school-wide discipline and behavioral support programs?
4. What professional development opportunities on formal school-wide discipline and behavioral support programs are provided to school personnel? | Surveys, observations, documentations | 81 elementary and 42 middle schools in Virginia | The results are however, intended to provide a general picture of the implementation status and nature of SWPBS within specific localities and schools. Given the representative nature of participants' responses, certain conclusions may be drawn and recommendations made. | In other words, it is clear from the results obtained in this study with these respondents that PBIS, whether recognized as formal structures or not, are being implemented across school levels, district, and regions. What is less clear however, relates to the specific features of PBIS, especially when considered both as individual elements and when combined into overarching critical feature categories. | Because teachers are primarily responsible for implementing PBIS in terms of day-to-day interaction with students, their behaviors and the environment in which they teach and students learn is significant when considering the implementation of PBIS. Other elements of PBIS reported with relatively low implementation within this category related to teachers' use of evidence-based teaching methods , routine evaluation of student responses to intervention , and when used, combining punishment with more positive methods for teaching replacement behaviors. | | Professional development is an integral component of successful PNIS programs, most often characterized by a coaching infrastructure which provides initial and on-going opportunities for technical assistance. Results from this study are mixed. | Loaded as an element under the team-based data-driven decision making critical feature category, on-going staff development opportunities to address school goals such as developing positive student-family-teacher relationships, promoting positive behavior and self- discipline, and correcting problem behavior, was reported by participants as being somewhat in place . Just over one-quarter of respondents indicated that on- going professional development opportunities, based on the needs of staff, are not being implemented at all or are being implemented very infrequently. | PBIS provide a comprehensive system of support for all students that de-emphasize questionable reactionary strategies and emphasize capitalizing on student strengths by explicitly teaching behavioral expectations, effectively using data to make decisions, and creating a school climate characterized by respect, responsibility, and cooperation. Evidence suggests PBIS result in positive outcomes for students, teachers, and schools, in general. School-based leaders must be willing to invest in themselves, in their schools, and in their students, and move in the direction of what works. | No mention of High School, study only done in Virginia, no mention of school counselors | Schools interested in adopting and implementing PBIS need to consider state-level support; schools with high levels of implementation fidelity and decreased disciplinary problems began with assistance from state leadership teams | Implementation stressed and continuing education on PBIS |
| 20 | Samerson, J. S. (2010). Middle school discipline: Its effects and the perceived impacts of alternative intervention programs (Order No. 3405004). Available from Education Database. (205436834). Retrieved from http://ezproxy.redlands.edu/docview/205436834?accountid=14729 | Middle school educators experience student behaviors that adversely
affect the school environment and academic achievement. These middle school teachers indicate that the current traditional measures used to address these issues are ineffective. As a result, there is now an appeal from these middle school teachers to institute new and innovative strategies to address these discipline-related concerns. | The student-related behaviors that led to the labeling of some middle schools as impact orpersistently and
potentially dangerous schools | Educators' perceptions of the positive effects of non-traditional or alternative discipline intervention measures on students' behavior and academic achievement. | 1. What student-related behaviors or discipline-related in-school events contributed to the labeling of some New York City public middle schools as impact schools or PPD schools? | surveys, interviews, focus group discussions, whole-school and classroom observations, and the review of discipline-related documents. | 129 New York City middle school educators | Educators from across various school districts can be trained to effectively and efficiently use these measures to help them address the discipline issues they face on a daily basis. Future research may examine if improvements in student discipline can positively affect students' academic achievement. | The respondents emphasized that in spite of the ongoing efforts by their school leadership to implement structures to address student misconduct occurring at their schools, there were a number of issues that served as the main contributory factors to the discipline challenges that they currently face. The respondents listed these factors as:
1. No consistent enforcement of the city's discipline plan and no uniform discipline structure in existence.
2. The implementation of consequences in many instances was left primarily up the teachers.
3. No effective or alternative intervention strategies except for protocols outlined in the Blue Book.
4. The passive responses of some teachers.
5. Too much recidivism of students with the undesired behaviors.
6. Poor administrative intervention and support. | Thee respondents indicated that the poor cooperation, support and what appears to be the care-free attitude of some parents were very troubling when confronting them with discipline-related issues. They indicated that many parents were solely dependent on the school to address these issues. | | The respondents appear to feel very strongly that there must be consistency
with implementation by the teachers and the assigned school personnel who must follow through with the relevant consequences. As stated by the respondents, "Everyone must be proactive for this process to be successful. The students must be familiar with the program, identify its significance, identify how they benefited in the classrooms, and have a clear understanding of what is in it for them in order to ensure its enforcement and success." | Implenmentation | The results indicated that: (a) students' behaviors such as fights, horse-playing, and the verbal abuse of school staff led to the assigned school labels of impact orpersistently andpotentially dangerous schools; (b) the discipline issues negatively affected classroom dynamics such as teacher effectiveness and student productivity; and (c) educators strongly supported the
implementation of non-traditional or alternative disciplinary measures such as Positive Behavior Intervention Support | Only surveyed New York middle schools and ducators' perceptions about the effects of non-traditional or alternative measures of discipline intervention on students' behavior, possible improvements in academic achievement, and self-efficacy. | No school counselors ARGG!!!! | Very interesting article, nice to read from the teacher's perpective, lots of great ideas from teachers to make PBIS more effective |
| 21 | Monteiro-Leitner, J., Asner-Self, K., Milde, C., Leitner, D. W., & Skelton, D. (2006). The role of the rural school counselor: Counselor, counselor-in-training, and principal perceptions. Professional School Counseling, 9(3), 248-251. Retrieved from http://ezproxy.redlands.edu/docview/213312888?accountid=14729 | This study looks at counselors' and principals' perceptions of the school counselor's role. | Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. | Throughout the United States, school systems, school counseling programs, and state boards of education have had different understandings of what constitutes a school counselor's job . In an effort to address this, the American School Counselor Association developed a comprehensive set of school counseling guidelines, enhancing the efficacy of the school counselor's role within the nation's schools. Research has provided some support that fully integrated, implemented, and functioning school counseling programs may help to enhance student performance and preparation for the future, promote a more positive and safe learning environment, and better student-parent-teacher understanding. | What is the role of a school counselor and how can schools utilialize their skills? | school counselors-in-training, professional school counselors belonging to a regional professional organization, school principals | A total of 313 surveys were administered or mailed to the three groups, school counselors-in-training, professional school counselors, and school principals; 102 were returned for a 32.6% return rate. | Results suggest that the perceptions of school counselors, counselors-in-training, and principals are, for the most part, similar. Differences occur in relation to addressing student (i.e., special education program versus student guidance) and administrative (i.e., clerical, secretarial, disciplinary duties) needs given limited personnel and economic resources. | Results indicated that the statistically significant differences that existed among the three groups were, in practical terms, small. The largest meaningful difference in hours concerned was the time that counselors-in-training, school counselors, and principals reported that they "should" spend counseling small groups and individuals with problems. | In terms of what the three groups felt counselors "actually" do throughout a typical school week, principals thought that counselors spent 10 hours each week consulting with teachers, staff, and parents about students development needs, but in actuality, counselors and trainees reported spending 3 to 4 hours a week less. Counselors and trainees surveyed reported spending no time being responsible for IEPs, while principals assumed they were spending 2.6 hours per week. Principals also perceived that their counselors spent twice as much time referring students for severe mental illness as counselors and trainees did. | | Counselors, counselors-in-training, and principals identified counselors' consultation role (responsive services) as being more time-consuming than imagined. School counselors consult readily with parents, teachers, principals, school nurses, students, and community counselors in their schools. System support included professional development, staff meetings, and being a member-often the facilitator-of the teacher support team. | School counselors | Counselors, counselors-in-training, and principals have different perceptions of how much time school counselors currently spend versus what they ought to spend on a variety of school counseling duties. This school counselor role confusion is not new; rather, it has been a chronic and unresolved issue since as early as the 1950s. Findings from this study suggest some of the reasons for this confusion: (a) All key players do not know what a school counselor's role is, and when they do, they do not always agree on that role; (b) the power differentials inherent in the relationships among key players make it difficult for the school counselor's role to become institutionalized; and (c) economic, regional, local, and student needs play a significant part in altering the daily functioning of an individual professional school counselor's duties. | The differential sampling procedure by group (mail surveys versus classroom surveys) affected return rates resulting in overrepresentation of counselors-in-training versus principals and counselors. | School counselors from rural areas can become involved in their state school counseling organizations to advocate for rural school needs. In addition, school counselors might offer in-service sessions defining the school counselor's role and how it enhances the teamwork that all do to promote education. On the state and national levels, professional school counseling organizations such as ASCA need to work collaboratively with rural school representatives in teacher education, special education, and educational administration accrediting bodies such as the National Council for Accreditation of Teacher Education to include school counselors' roles in their curricula. State and national legislators need to be educated about school counselors' roles and the evidence backing up their effectiveness, leading to (a) more funding available to hire school counselors, and (b) bills drafted to legally define the professional duties of a school counselor. | There is a strong need for evidence-based research on the efficacy of professional school counseling in rural schools. Additional research is needed to determine the perceptions of other professionals involved with our ultimate goal: the development of the full potential of the children in our schools. These other professionals include (but are not limited to) teachers, special educators, school superintendents, principals, and legislators. |
| 22 | Bryan, J., & Holcomb-McCoy, C. (2007). An examination of school counselor involvement in school-family-community partnerships. Professional School Counseling, 10(5), 441-454. Retrieved from http://ezproxy.redlands.edu/docview/213313366?accountid=14729 | The study in this article investigated school counselor involvement in school-family-community partnerships and factors that influence such involvement. | The primary purpose of this study was to examine what factors are related to school counselor perceived involvement in school-family-community partnership roles. | This study also sought to shed light on whether specific roles (e.g., collaboration, leadership, advocacy, liaison) can serve as broad descriptors for the 18 partnership role behaviors being prescribed for school counselors. | What are the relationships of school counselor factors, school-related factors, and school level to school counselors' involvement in school-family-community partnership roles? | Survey | Participants were 235 members of the American School Counselor Association, The 235 participants in this study were primarily female (84.3%), and White (93.2%) | This analysis revealed that, after school level and collaborative school climate were taken into account, confidence in ability, commitment to advocacy, and attitudes about families were all significantly related to school counselor perceived involvement in school-family-community partnerships. | School counselor role perceptions, confidence in ability to build partnerships, and attitudes about partnerships were all significantly related to perceived involvement above and beyond collaborative school climate. Once collaborative school climate and the school counselor variables were taken into consideration, school level no longer explained any variability in school counselor perceived involvement in schoolfamily-community partnerships. Role perceptions had the largest positive relationship to involvement, followed by collaborative school climate and confidence in ability to build partnerships. | On average, school counselors reported being somewhat involved in all other partnership role behaviors. Considerable proportions of the 235 participants reported being never or seldom involved in conducting home visits to families (65%), collaborating with local businesses and industries (53.9%), implementing programs to help school staff understand families and the community (46.6%), providing parent education workshops and seminars (37.7%), and implementing programs to help family and community members understand the school (29.6%). | | School level was entered as a control variable in the first block of the model, collaborative school climate in the second block, and the school counselor variables (i.e., role perceptions, confidence in ability to build partnerships, attitudes about partnerships, attitudes about families and communities, and perceived barriers) were entered as a set in the final block. Elementary, middle, and combination schools were entered as three dummy variables while high school was the reference category. Collaborative school climate and the school counselor variables were all created from factor scores and were continuous standardized variables with a mean of zero. | School Counselors | School-family-community partnerships provide valuable system support services that help school counselors bridge cultural gaps among schools, families, and communities, build educational resilience in children, and empower families. Given the value of partnerships to students and the school counseling program, it is important that further attention be given to understanding and facilitating school counselors' capacity to build these partnerships. Therefore, counselor educators, school counseling professionals, school leaders, and policymakers face a number of tasks that go beyond simply recommending that school counselors build school-family-community partnerships. | Given that school counselors consider their involvement in school-family-community partnerships to be important, they must provide strong advocacy for the time and resources to implement such professional roles. Such advocacy would decrease the likelihood of school counselors being burdened with responsibilities outside of their role perceptions. To help advocate for school-family-community partnerships, school counselors should use the student data (e.g., achievement, behavior-related, students' needs) that come across their desks on a daily basis and the success stories about the effects of partnership programs. | There is a need for counselor educators to develop and test training curricula and strategies for equipping school counselors with the role perceptions, confidence in their ability to build partnerships, and attitudes necessary for facilitating their partnership involvement and knowledge for impacting school climate. | Given the value of partnerships, it is important that further attention be given to understanding and facilitating school counselors'capacity to build these partnerships. |
| 23 | Atici, M., & Çekici, F. (2012). The role of school counsellor in behaviour management at secondary school. Egitim Ve Bilim, 37(165), 3. Retrieved from http://ezproxy.redlands.edu/docview/1081461393?accountid=14729 | The purpose of this study was to compare the views of teachers, school counsellors, and students on dealing with misbehaviour at school. | School counsellors primarily aim to support students’ careers, promote educational and personal social development, and enhance students’ problem solving skills. In order to achieve these aims it is crucial for school counsellors to prevent students from misbehaving and help teachers to deal with students’ misbehaviour effectively | School counsellors inevitably encounter students’ misbehaviour in several ways: either teachers or principals refer misbehaving students to counsellors, or students seek counsellor’s assistance, or counsellors come across these behaviours directly and are expected to deal with them. They can also provide consultation service to teachers in how to deal with misbehaviour. | What kinds of ways do teachers and students follow for asking for help from school counsellors for managing misbehaviour?
1. What kind of help do teachers get from school counsellors for managing misbehaviour?
2. What kind of help do school counsellors provide teachers and students for managing
misbehaviour?
3. Which discipline approaches and consultation models do school counsellors use to help
teachers in behaviour management?
4. What are the recommendations of school counsellors for dealing with misbehaviour? | Survey, interviews, observations | The participants of the study consisted of school counsellors, teachers, and students attending five high schools of a low socio-economic level in Adana, Turkey. School counsellors were between 24 and 35 years old and had school counselling experiences from 3 to 11 years. Two of the counsellors had a master degree in counselling. Teachers were between 31 and 57 years old and had teaching experience from 5 to 30 years. | According to the results none of the counsellors advise any discipline approach and do group consultation with teachers while they only do individual sessions with few teachers. | The majority of the teachers (16 out of 20) asked for help from the school counsellor in dealing with misbehaviour.In frequency order, asking for information and taking counsellor’s advice, arranging a class meeting with the counsellor, making a presentation to the class, meeting with parents and meeting with students in the presence of the teacher were also ways of help mentioned by teachers. | Counsellors emphasised some hindering factors such as teachers’ unwillingness to seek counsellor’s assistance, their tendency towards resorting to destructive rather than constructive ways in dealing with misbehaviour, accusing others for problems, approaching problems superficially, and not following a systematic process. | | Collaboration among school personnel, consistency between teachers’ and principals’ behaviour, a need to change the idea that “counsellors should solve problems” were especially emphasised by counsellors. Conducting group guidance activities that are preventive and aim at enhancing students’ skills in managing their own behaviour and collaboration with class guidance teachers to know students and communicate with families, providing information about school rules and frequently reminding about the rules, applying discipline models, informing teachers about discipline and new guidance program were among counsellors’ recommendations. | School counselors | As this study shows school counsellors do not have sufficient knowledge about different discipline approaches and merely do individual consultations with a few teachers to deal with misbehaviour. Further studies can be conducted with school counsellors by focussing more specifically on discipline approaches and their consultation with teachers. In such studies an experimental design can be adopted to train counsellor in some discipline approaches and consultation models. Then the effects of this training on teacher counsellor collaboration in behaviour management would be investigated longitudinally. | This study was conducted with counsellors, teachers and students. Since the school principal is a key person in counselling services at school a study is needed that involves the principal’s perspective in behavioural consultation. | Good information on the school counselor and teacher relationship. | Interesting to read a study from Turkey. They have many of the same problems as we do in America. |
| 24 | Hepp, E. C. (2013). Secondary school counselor and principal preferences regarding key school counselor roles (Order No. 3667105). Available from Education Database. (1641140732). Retrieved from http://ezproxy.redlands.edu/docview/1641140732?accountid=14729 | The roles and activities of professional school counselors are frequently misunderstood by stakeholders. These stakeholders include school administrators, teachers, students, parents, and community agencies. | The purpose of this study was to investigate and compare preferences of secondary school counselors and secondary school principals regarding school counselor activities and roles. | The School Counselor Activity Rating Scale (SCARS) was used in this study. The SCARS addressed the activities of a comprehensive, developmental school counseling program (counseling, consultation, curriculum, and coordination) in addition to other activities commonly performed by school counselors (administrative). | In what roles do secondary school counselors prefer to spend their time? In what roles do secondary school administrators prefer school counselors to spend their time? What are the differences in preference ratings of school counselor roles among secondary school counselors and secondary school principals? | e-mailed surverys, documentation | One-hundred forty subjects participated in this study. Of those, 81 (58%) were secondary school counselors and 59 (42%) were secondary school principals. | Both school counselors and principals rated counseling as the most preferred role, followed by consultation, coordination, and curriculum. School counselors and principals showed the least preference for the administrative role. Implications, including using these results as a tool for school counselor advocacy and principal-school counselor relationship building, were discussed. | School counselor’s experience as a teacher ranged from 1 year of experience to 38 years experience, with the average school counselor’s teaching experience being approximately 10 years | The activities of school counselors fell into five key role areas, which included (1) counseling; (2) consultation; (3) curriculum; (4) coordination; and (5) administrative (the administrative role included those activities that are not typically considered to be appropriate for school
counselors). | | Participants rated consulting with school staff concerning student behavior as the most preferred consultation activity. This was followed by consult with community and school agencies concerning individual students. Participants rated assist in identifying exceptional children as the least preferred consultation activity. | School Counselors | The findings of the research showed significant differences in preference ratings within the five key school counselor roles. There was a significant difference found between the role preference ratings of secondary school counselors and secondary school principals. And there was a significant interaction found between the difference in role preference between secondary school counselors and secondary school principals across the five role areas. Further analysis found a significant difference between mean preference ratings of the administrative role and the other four key school counseling roles. | The majority of limitations of this study centered around the sampling methods and the methodology. The populations of interest were practicing secondary school counselors and practicing secondary school principals, therefore, the researcher used national professional associations in order to generate a list of participants. | No critiques, filled with a lot of great information. | Admin has no idea what a counselors does and often do not know how to best utilize them. |
| 25 | Bemak, F., EdD., Williams, J. M., PhD., & Chung, R. C., PhD. (2015). FOUR CRITICAL DOMAINS OF ACCOUNTABILITY FOR SCHOOL COUNSELORS. Professional School Counseling, 18(1), 100-110. Retrieved from http://ezproxy.redlands.edu/docview/1672762031?accountid=14729 | Despite recognition of accountability for school counselors, no clear set of interrelated performance measures exists to guide school counselors in collecting and evaluating data that relates to student academic success. | This article outlines four critical domains of accountability for school counselors (i.e., grades, attendance, disciplinary referrals, and suspension) that can be generalized across primary and secondary levels, geography, region, location, and culture. | If school counselors hope to receive continued support and funding in today's challenging fiscal climate, demonstrating their value and documenting their contributions to student achievement and closing achievement gaps is essential to reduce the likelihood that their programs or positions face budget cuts. | What are the four critical domains of accountabligt for school counselors and how can a school counselor use them to effecivelty do their job? | documnetation, obsevations | ASCA resources | Although there has been a call for school counselors to be responsible for their work, school counselors lack a clear set of interrelated performance measures for identifying, prioritizing, and targeting data that has meaning and merit to critical stakeholders and the future of students. | Student grades should be a primary target for school counseling programs and interventions to help students improve academically.
| Most school counselors are wellpositioned to measure changes in absenteeism and determine patterns of chronic absenteeism to identify students for targeted interventions. | | Before planning an intervention to address discipline issues, school counselors need to examine disparities related to school discipline and consider how disproportionate discipline might contribute to the underachievement of students of color and those from low-income families. Examining the discipline gap helps school counselors identify which students are affected most by the problem, where the problem occurs most frequently, and potential causes of the problem. | School Counsleors | Measuring the school counselor's role, function, and the outcome of interactions with students by utilizing the four critical domains provides the school counselor with a unique set of accountability tools that are already familiar to principals, teachers, and other stakeholders in terms of assessing educational success. The four domains demonstrate counseling accountability and provide a critical tool for school counselors to show evidence that their work helps improve academic performance and success. | lack of education, training, and support | No mention of parents role | great evidence and information |
| 26 | Lochman, J. E., Powell, N. P., Boxmeyer, C. L., Qu, L., Wells, K. C., & Windle, M. (2009). Implementation of a school-based prevention program: Effects of counselor and school characteristics. Professional Psychology: Research and Practice, 40(5), 476-482. doi:http://dx.doi.org.ezproxy.redlands.edu/10.1037/a0015013 | Counselors who were cynical about organizational change had poorer quality of engagement with children and parents if they worked in schools with environments that allowed staff limited autonomy and with greater managerial control. | Counselor agreeableness was positively associated with completion of session objectives, the number of sessions scheduled, and engagement with parents. Counselor conscientiousness was associated with engagement with children. | When intervention programs have been disseminated in mental health and school settings, the quality of program implementation has been highly variable, contributing to the apparent failure of many effective interventions after they have been adopted and widely distributed. | Do school and counselor characteristics affect program implementation as measured by program delivery variables (objectives completed and sessions scheduled) and by quality of counselor engagement and delivery (within-child sessions and within-parent sessions)? | observations, documentations, interviews | Thirty-eight schools in five systems, 32 regular school counselors, of the counselors, 53% were African American and 97% were female; 8% held a doctorate, 89% held a master’s degree, and 3% held a bachelor’s degree. In general, they had substantial experience as counselors (10.7 years) and had been at their assigned school for a number of years (7.9 years). | Interventionist characteristics found to affect the implementation process included counselors’ agreeableness and conscientiousness. Counselor agreeableness was positively associated with completion of session objectives, the number of sessions scheduled, and engagement with parents. Counselor conscientiousness was associated with engagement with children. In terms of school-level characteristics, counselors who were cynical about organizational change had poorer quality of engagement with children and parents if they worked in schools with environments that allowed staff limited autonomy and with greater managerial control. | The degree and quality of implementation of new evidence-based and school-based targeted prevention programs can be systematically influenced by characteristics of the school staff members who are trained to provide the intervention and by characteristics of the climate of the schools in which the program was delivered. | Compliant and straightforward counselors are more likely to follow through with the training they receive about the objectives and activities of each session, to schedule as many of the child and parent sessions that they can, and to deliver parent sessions in an orderly and focused way. Being sympathetic, kind, and affectionate likely makes it easier for the counselor to engage the parents in their sessions in warm, positive, and nonirritable ways while at the same time encouraging relevant parent discussion and adapting delivery of content to the parents’ questions.
| | Counselors’ conscientiousness was also predictive of the quality of their engagement and work with children in the child sessions. Conscientiousness characteristics such as being organized, thorough, and planful may incline counselors to implement the full program and do so in an orderly way that maximizes their engagement with the children. With children, counselors’ conscientiousness appears to be important in engaging children’s focused attention to the program; however, with parents, counselors’ abilities to be warmly positive and agreeable are more related to their ability to positively engage with the parents. | School counselors, implementation | Validating counselors’ previous experience and joining with them in a change effort should result in better engagement by cynical counselors, although this is obviously an empirical question that awaits further testing. Meeting with key stakeholders such as school administrators and mental health staff in the preadoption phase of program implementation may also play a significant role in reducing counselor cynicism and improving administrative support for preventive interventions | This study did not examine a broader set of contextual factors (e.g., district- and community-level influences and implementer readiness and responsiveness to intervention) that have been proposed to affect implementation | No mention of PBIS | Good information on how to implement a behavior program and how vital it is to get everyone on board. |
| 27 | Moyer, M. S., Sullivan, J. R., & Growcock, D. (2012). When is it ethical to inform administrators about student risk-taking behaviors? perceptions of school counselors. Professional School Counseling, 15(3), 98-109. Retrieved from http://ezproxy.redlands.edu/docview/1001221281?accountid=14729 | When is it Ethical to Inform Administrators about Student Risk-Taking Behaviors? | Counselors believed it to be more ethical to break confidentiality when the behaviors were directly observed (as opposed to reported by students) and when the behaviors occurred on school grounds during school hours | Counselors were more willing to break confidentiality when their school had a written policy guiding their actions. | When is it Ethical to Inform Administrators about Student Risk-Taking Behaviors? | Survey | School counselors from across America | All behaviors showed some variance among respondents, suggesting a lack of agreement regarding when it is appropriate to break confidentiality and report risk-taking behaviors to administrators. | Confidentiality is a primary ethical dilemma, largely because school counselors work with a wide range of students and are accountable to a number of stakeholders. School counselors must balance the demands of parents, teachers, and administrators, all while respecting the right to privacy of their primary obligation, the students. Ethical and legal mandates offer some assistance in determining when to breach confidentiality and share information with parents. | Although parents have a legal right to know what is discussed in their child's counseling session, teachers and administrators do not share that same legal privilege. According to the health and safety exception of FERPA, school officials may share relevant information with appropriate parties; that is, those parties whose knowledge of the information is necessary to provide immediate protection of the health and safety of the student or other individuals | | School counselors must consider the point at which school administrators have the ethical right to have access to confidential information. The issue is confounding because the administrator on campus is often the school counselor's direct supervisor. On one hand, counselors are ethically bound to keep information confidential (unless there is clear and imminent danger or the student gives consent), and on the other are obligated to inform administrators of behaviors since they may affect the overall school climate. By choosing to not share specific risk-taking behaviors, counselors may be seen as something other than a team player (i.e., school administrators may view school counselors' protecting the confidentiality of students as insubordination). School counselors are duty-bound to follow school policies and rules based on their acceptance of employment; however, those duties should not compromise their primary responsibility to the student. | school counselors | Counselors' feelings related to the ethicality of breaking confidentiality and telling parents were similar to their feelings about the ethicality of breaking confidentiality and notifying administrators. In fact, for the majority of the domains observed by both studies, counselors reported believing that breaking confidentiality and notifying administrators is more ethical than breaking confidentiality and notifying parents | No talk about education or ASCA | No talk about education or ASCA | Valuable artcle for any counselor |
| 28 | Donohue, P., PhD., Goodman-Scott, E., & Betters-Bubon, J. (2015). USING UNIVERSAL SCREENING FOR EARLY IDENTIFICATION OF STUDENTS AT RISK: A CASE EXAMPLE FROM THE FIELD. Professional School Counseling, 19(1), 133-143. doi:http://dx.doi.org.ezproxy.redlands.edu/10.5330/1096-2409-19.1.133 | The purpose of this study is to explore the process and outcome of a school counselor-led US implementation in one school district. | This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. | The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support | None, since it is a case study | Documentations | School counselors and school mental health counselors | Through the pilot of US in the school district, RPS created a systematic process to identify students at risk behaviorally and emotionally and provide monitoring and services to best meet their needs. RPS's use of US aligned with the district's strategic plan and included a range of stakeholders, including school counselors. As part of an interdisciplinary team, RPS school counselors implemented US within a MTSS/PBIS framework.
| Despite the prevalence of mental health disorders in youth, only 45% of youth with a mental health diagnosis receive treatment, and only 24% of those individuals receive care in the school system. Early identification of students with mental health concerns aligns with the Individuals with Disabilities Education Act | Positive Behavioral Interventions and Supports is an MTSS focused primarily on student and staff behaviors. US is recommended in PBIS implementation to complement the analysis of ODR trends by proactively identifying students exhibiting internalizing and/ or externalizing behaviors. It has been found ound that integrating the use of ODRs and US within PBIS implementation led to a more proactive approach to identifying and serving students, especially those with a broad range of needs. | | Implementing MTSS, and thus US, fits within the school counselor's role of running a comprehensive school counseling program. First, school counselors, as members of the US implementation team, are instrumental in the US process and assist in US implementation in all stages.School counselors collect and utilize student data to understand student needs, close the achievement gap, and determine the effectiveness of interventions and programs, all of which can be done through US. Last, school counselors can provide direct services, including individual and small group counseling to identified students, and develop classroom guidance lessons based on school-wide trends. | school counselors, implementation | Screenings are commonplace in public education, used to identify deficits in literacy, numeracy, vision, and hearing. Screening students' mental health may create a more comprehensive portrait of students. This proactive, preventative, and systemic approach to identifying students' needs can yield essential data to inform both individual intervention and schoolwide decisions. | Future studies could examine a larger sample of school counselors and schools regarding US implementation trends. A qualitative study of school counselors' experiences in US implementation could provide rich information across school counselors. A longitudinal study of US would offer the opportunity to study trends, including student outcomes, for a longer period of time. | Implementation should have been discussed more as well as education and training of school counselors. | Good info on the mental health side |
| 29 | Burkard, A. W., PhD., Gillen, M., PhD., Martinez, M. J., & Skytte, S. (2012). IMPLEMENTATION CHALLENGES AND TRAINING NEEDS FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS IN WISCONSIN HIGH SCHOOLS. Professional School Counseling, 16(2), 136-145. Retrieved from http://ezproxy.redlands.edu/docview/1287026872?accountid=14729 | The data from this study details the challenges to implementing comprehensive school counseling programs in Wisconsin high schools. Results suggest that current professional development training practices may be ineffective in assisting high school counselors to implement key components of the ASCA National Model in their schools. This article discusses obstacles to conducting more rigorous, statewide evaluations, and describes connections to markers of student success. | The purpose of the present study was to establish a statewide baseline for the current level of implementation of CSCPs in Wisconsin high schools. | To better understand issues related to the training needs of Wisconsin high school counselors in order to both implement and evaluate their programs. | First, the authors wanted to better understand how Wisconsin high school counselors currently spend their work time, and to study the level of implementation of CSCPs in high schools across the state. Second, the study explored issues related to training practicing high school counselors in Wisconsin with regard to the implementation and evaluation their CSCP programs. And lastly, given that this is the first attempt to conduct a statewide evaluation of CSCPs in Wisconsin, the authors wanted to investigate correlations between CSCP implementation and student outcomes (e.g., academic test scores, attendance, and graduation rates). | Survey | All 888 school counselors in the 514 public high schools in Wisconsin received surveys, and 211 individuals responded | School counselors need to consider the viability of their advocacy and leadership skills. These skills are needed if school counselors are to realize fully implemented CSCPs in their schools, and deficiency of leadership abilities among respondents may be the impediment to implementation.
School counselors need to become focused on program evaluation and the use of data to make programmatic decisions. This CSCP component was the most visible deficit among the various components of a CSCP program, and at a time when data-driven practices are emphasized and valued greatly in education.
School counselors need to develop their individual planning services. | Based on the current findings, CSCPs are implemented unevenly in Wisconsin. Collectively, school counselors in Wisconsin indicated that about 60% of a CSCP was implemented in their schools, an indication that most high school students in Wisconsin are not receiving the benefit of fully implemented comprehensive school counseling programs. Such findings are of concern, in that high school students typically are reconciling important identity concerns, developing vital intra- and interpersonal skills, preparing academically and emotionally for potential post-secondary educational options, and identifying career possibilities that will shape their futures. Fully implemented school counseling programs are designed to help high school students address these important developmental concerns. | A specific group of trainers has emerged in Wisconsin, providing training that addresses an overview of CSCPs and the foundation component, and a second level of training that addresses the delivery system. Unfortunately, school counselors who participated in these trainings demonstrated no differences in implementation levels of the various components of the CSCP. The training offered is seemingly ineffective in promoting implementation of CSCP in high schools. As such, continuing to carefully evaluate the implementation of CSCPs and methods for training school counselors on how to implement CSCPs is important. | | With regard to academic achievement, this study's findings suggest that high schools with more fully implemented CSCPs are associated with higher advanced reading performance among students, higher graduation rates, and inversely related to retention rates. | School counselors, implementation | School counselors need to develop their individual planning services. Here again, post-secondary and career planning are highly visible nationally, and 35 states have mandated such planning in high schools in recent years. Perhaps these services are even more pressing given rising higher education costs and rapidly changing career trends, particularly in STEM careers. School counselors should be at the forefront of school services in these areas; they are among the few school professionals who are highly trained to provide and lead such services. It is essential that school counselors insert themselves into this vital and growing role within schools. | Only discussed Wisconsin | Addressed lack of training, education, and school counselors lack of willing to try something new. | Same as critiques |
| 30 | Edwards, L. (2009). Accountability practices of school counselors (Order No. 3365533). Available from Education Database. (304829820). Retrieved from http://ezproxy.redlands.edu/docview/304829820?accountid=14729 | Frequent changes in the roles and responsibilities of school counselors have led to disagreements about the role of school counselors and how to implement those roles. | The purpose of this dissertation was to examine the extent to which school counselors in Alabama are engaged in accountability practices consistent with the ASCA National Model and other contemporary views of the school counselors’ roles and responsibilities. | This study examined the extent to which school counselors in Alabama are engaged in accountability practices consistent with the ASCA National Model and other contemporary views of the school counselors’ roles and responsibilities. | 1. Are school counselors in Alabama collecting, analyzing, and using student achievement and related data to plan and improve school counseling programs? 2. What data-driven school counseling initiatives are school counselors in Alabama implementing? 3. What assistance do school counselors in Alabama need to collect, analyze, and present accountability data about their school counseling program. | Participants completed the School Counselor Accountability Practices Questionnaire (SCAPQ). | This study includes a sample of 420 professional school counselors. | Results indicate that most professional school counselors (59%) do not participate in accountability activities | The results indicate that more than one-half of the respondents, 59% (n = 250) do not participate in accountability practices. The remaining 40.5% (n = 170) of the participants do participate in accountability practices. School counselors report that the greatest barriers to practicing accountability are the amount of time required, their dislike of research, and concerns about negative consequences if data indicate that their interventions and programs are not achieving the desired results. | School counselors will also be more aware of the barriers that are preventing school counselors from practicing accountability. With the knowledge of the barriers, school counselors can work with colleagues, supervisors, and counselor educators to become more familiar with and adept at using accountability procedures and learn how to overcome the concerns with potential negative consequences | | School counselors will also be more aware of the barriers that are preventing school counselors from practicing accountability. With the knowledge of the barriers, school counselors can work with colleagues, supervisors, and counselor educators to become more familiar with and adept at using accountability procedures and learn how to overcome the concerns with potential negative consequences | School Counselor role | This study will make school counselors more aware that although there is a definite need for school counselors to participate in accountability practices, there is also a lack of school counselors practicing accountability. | Focused on Alabama | A critique of this study is that the characteristics of school counselors were not identified. | g@1 |
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tutorthammy
Seminar_typology.xlsx
