Assignment Overview Critical Review of the Literature (CR.docx

Assignment Overview:
Critical Review of the Literature (CRL) Assignment
Each class member will write a 20-24 page critical review of the
literature (with a minimum of
30 sources, 25 of which must be peer-reviewed) on a topic of
your choice. You are expected to
pick a topic of importance to your program and field (e.g. C&I
students pick a topic related to
C&I; HESA students pick one relevant to higher education
contexts, etc.).
The CRL will demonstrate that class members can understand,
synthesize, critique, and analyze
arguments from existing scholarship about a topic/problem of
choice, positioning themselves as
emerging topic experts. Your CRL should demonstrate a quality
of writing expected of masters-
level graduates capable of translating this knowledge into
highly engaging and professional
theory-to-practice in your respective field. Your CRL will be
grounded in a
theoretical/conceptual perspective while making connections
and highlighting contradictions
with the appropriate literature base. Class members CRL
projects will also provide meaningful
recommendations for practice.
Project Instructions
1. Abstract- develop a 150-200 word (maximum) abstract that

clearly articulates what your
CRL is about.
a. This is an opportunity to immediately hook a reader into your
concept/idea/problem and for you to give the reader a taste of
what the
implications may be for resolving/supporting it.
b. Please follow APA with your Abstract (it belongs on its own
page and does not
count toward your 20-24 pages of content for this assignment:
https://owl.english.purdue.edu/owl/resource/560/01/
2. Introduction (3.5-4 pages) Use this section to capture the
essence of your topic. You
need to give the reader the “lay of the land” so that they can
situate themselves in your
topic.
a. Use at least 3-5 sources when sharing the “lay of the land”
portion where you
orient the reader
b. Articulate the problem, disruption, or gap you propose to
unearth or have
unearthed from your early reading of the literature
i. While writing this important portion, you may ask yourself-
in what ways
have you made a clear argument/demonstrated a clear problem?
Can you
demonstrate some sort of a problem, issue, question, some sort
of
difference/disconnect/problem that needs to be addressed in
your field?

ii. Do you have some literature/evidence to support this
problem/disruption/gap?
1. This may be a good place to share statistics, numbers or even
qualitative evidence
2. If you do choose to share a table at this point, please make it
an
appendix you refer to
https://owl.english.purdue.edu/owl/resource/560/01/
iii. Use at least 3-4 citations from the literature as evidence
c. Why is this topic/issue important/critical to address and how
is your argument
new/different than what has been identified prior?
i. Share the significance of this topic from the perspective of
your original
argument or in demonstrating your identified problem
ii. It would be helpful to add a couple sources here to support
why it is
significant if you can (you might also consider it as evidence, as
well)
d. Purpose statement & research question(s)
i. The purpose statement should flow from the significance of
the topic. You
can even use signal words like “therefore”; “consequently”, etc.
ii. Create a purpose statement of 1 sentence. You might include
another

sentence or two (maximum) supporting the purpose if you
decide it needs
a bit of explanation.
iii. Your 2-3 research question(s) should flow from your
purpose and be
clearly aligned with your purpose/problem, etc.
1. Is there one overarching RQ? Often, yet not always, is this
the best
way to go
2. Are there one or two support questions? If you do not believe
there
are support question(s), then feel free not to articulate any
3. Theoretical/conceptual perspective (1-2 pages)
a. Share a theoretical or conceptual perspective that you plan on
using to help make
meaning of your problem/purpose/RQ(s)
i. Please include a minimum of 3 references that support your
choice of
perspective (a couple more may be helpful- use the Witenstein
& Saito
(2015) paper and others you find to help serve as models
b. Articulate why this theoretical perspective/lens or set of
lenses (in combination)
is/are the best one(s) for framing/making meaning/shedding
light on your
problem/purpose/RQ(s)
i. You might even begin a sentence by simply stating something
like

1. “theory x is the best lens (or perspective) for making
meaning of
this higher education problem because…”
2. “It is critical/necessary to use Theory X to illuminate/frame
this
research question and problem for the following reasons: 1) 2)
3),
etc.
c. Helpful hint: reflecting back in this section to your
topic/problem/purpose and
“dialoguing” with it can be a helpful way to make a case for
why your perspective
is a meaningful one for making meaning/further understanding
the phenomena
you have selected
4. Review of the Literature & Discussion (12-14 pages) share
approximately 3-4
overarching themes/topics that have their own respective
sections in the body of your
CRL that support your problem (topic)/purpose/RQ you are
addressing. Please consider
creating organized subthemes/categories of the overarching ones
a. It may be best to share the theme and demonstrate its
relationship to the problem
(topic)/purpose/RQ
i. Share at least 7 separate sources for each proposed
theme/topic (of course

you can cite these sources more than one time in each section)
1. Sources can be utilized in multiple thematic sections, but
make
sure to use a variety across the whole section
ii. How and why are you selecting articles to utilize in these
sections? What
makes them compelling components for advancing your
argument to the
topic/problem you are addressing?
1. Are you making sure to not only share the literature but to
make
your own interpretations to it as well (of course linked to your
purpose/RQs, etc.)?
iii. Bear in mind your theoretical/conceptual perspective as the
lens/way you
are framing this CRL as you write this portion
1. How does this perspective help shape your discussion and the
way
in which you are making interpretations about the data as it
relates
to your Purpose/RQ?
b. Discussion section: You can choose to integrate your
Discussion portion with the
thematic/topical portion or create a separate section
i. Consider how you are making meaning of the literature and
going beyond
just sharing what has been said
1. In other words, how do you interpret what you have found in

the
Review of the Literature section?
2. Said a different way, how do you take what you have
unearthed in
the Review of the Literature thematic sections and make
interpretations that go beyond what you have synthesized.
a. What have you learned, unearthed, unpacked? What does
this information mean as it relates back to your
problem/purpose, RQ(s), etc.?
b. What connections have you made across thematic sections
and within them, especially as it relates to your
problem/purpose, RQs, etc.
ii. How do you link it back to the literature you have used for
the CRL?
1. How might you have a “conversation” with the literature base
and
what you have found, particularly in light of the
problem/purpose,
RQs, etc., that you are investigating?
iii. Important Note- make sure to use the theoretical
perspective/lens in this
section quite clearly as you interpret the data. It is the “set of
lenses/glasses” through which you are interpreting your CRL
5. Conclusions and Implications (3.5-4 pages)
a. This is an opportunity to propose possible conclusions and
implications for your
paper

b. The Conclusion gives you an opportunity to tie up loose ends
and very clearly to
summarize very succinctly, what your project was about and
what it achieved.
c. More importantly, it gives the writer the opportunity to share
perspectives based
on what you found. You now can shape direction, make well-
founded
propositions based on your hard work and share meaningful
steps based upon
your critical analysis
i. What ideas can be advanced from your findings? How was
this exercise
helpful/necessary/meaningful?
ii. How might what you found “move the needle” or change
directions/urge a
call for changes/new steps as it relates to your Purpose and
RQs?
d. Please share your proposed implications and
recommendations for practice from
your findings, some of which support socially just/equitable
practices
i. This might be a good place to share proposed practical new
directions, a
new model you developed or any type of reframing of the ways
in which
current contexts play out, or set of steps forward that help
advance your
problem/purpose/RQs

1. Give meaningful details for how/what you have devised
should
play out
e. Please share 2-3 proposed implications further research
i. Now that you have done this ground work, possibly utilizing a
new angle
for making meaning through your CRL, what are some next
empirical
steps that would be prudent to take for investigation?
ii. What types of studies are needed to support your CRL
further? What
might that look like?
Paper preparation:
1. Microsoft Word Document
2. Type-written in 12 point font (Times New Roman), double
spaced
3. Reference page with a minimum of 30 sources, 25 of which
must be peer-reviewed (or
more). Only sources cited in the paper should be included in the
Reference section
4. Use APA format
NOTES:
1. Consider using headings/subheadings to make your paper
more organized & easy-to-read
2. Write out all contractions into 2 words in academic writing
(e.g. that’s should be written
“that is”)

3. Delete and replace “think” or “feel” (and their variants) when
you find them in your paper.
These words are vague and therefore do not convey specific
meaning to a reader. Use
Control F/Command F to find and replace them.
a. Consider changing all other vague words as you
edit/proofread.
4. Give yourself time to edit, refine, etc. I often share my work
with friends/colleagues and read
my work aloud to catch grammar errors and reflect upon the
paper’s logical flow.
Due date: July 28th @ 5:30PM Pacific Time- Papers MUST be
handed been by this time.
NOTE: Upload your assignment to the appropriate Moodle
portal
Assignment value: 40%
Grading Rubric
(400 points
possible)
Low Below
Average
Average Above
Average
High

#1, #2 & #3
(25%)
#4 (30%)
#5 (20%)
Social
Justice/Equity
Implications
(5%)
Use of 30
sources in-
text
(minimum of
25 peer-
reviewed)
(10%)
Style &
grammar
(10%)
Total points /400
Percentage %
SOE’s EDUC 637 Developmental Rubric

Poor Satisfactory Excellent
Introduction The paper either has no
discernible introduction or the
introduction offered does little
to define the body of literature
to be reviewed. Alternatively,
the introduction may
completely neglect to introduce
the reader to anything
resembling an original
argument or to anything that
could be considered an
appropriate answer to the “so
what?” question.
The paper has an introduction that
clearly defines the body of
literature to be reviewed. The
introduction does introduce the
reader to the author’s original
perspective, but that perspective
may be a bit fuzzy or unclear in the
introduction. The answer to the
“so what?” question may not be
fully articulated in the introduction,
but the introduction nevertheless
does an adequate job of setting up
the ensuing analysis.
The paper begins with a
coherent and articulate
introduction that clearly defines

the body of literature to be
reviewed and introduces the
reader to the author’s original
perspective on this literature (the
author’s own argument about the
literature and what it says). The
paper also clearly makes an
argument about why the
literature under review is
important. In other words, this
paper clearly answers the
question: “so what?”
Original
Argument
The paper has no discernible
original argument or, perhaps, a
very weak or incoherent one.
The author may do a fine job of
summarizing sources, but the
paper seems to have very little
of its own to say about these
sources and how they relate to
one another and the topic under
study. The paper may read
more like an annotated
bibliography in which sources
are discussed in a “laundry list”
fashion rather than an
appropriate literature review.
The paper has an argument, but the

argument may not be completely
original, may not be particularly
thoughtful, and/or may “disappear”
at times throughout the paper due
to the author’s failure to link
sources to this argument.
The paper clearly makes an
original, thoughtful, and perhaps
even innovative argument. The
argument clearly comes from the
author and is not merely a
restatement of arguments and
observations that others have
made about the literature in
question. Throughout the paper,
the reader is frequently
reminded of this central
argument and the literature
discussed is adeptly linked to the
argument.
Organization
and Flow
The paper’s organization may
be confusing or incoherent.
The paper likely lacks
appropriate “signposting” so
that the reader is often confused
about how pieces of the paper
relate to one another. This
paper is likely difficult to read.

The paper generally is intuitively
organized, although the reader may
become lost in a few places due to
inadequate “signposting.” On rare
occasions the author may allow the
reader to lose track of the
overarching argument. It may be
unclear at times how the pieces of
the literature review relate to one
another or how one or two parts of
the literature review relate to
and/or serve to strengthen and
bolster the author’s original
argument.
The paper includes clear
“signposting” and the writing
allows the reader to clearly
connect each section of the
review to the overarching theme
or argument. The paper is
organized in an intuitive fashion.
Discussion of
Sources
This paper fails to draw on a
sufficiently substantial body of
peer-reviewed work. The
author may also demonstrate a
lack of understanding about
what “peer-reviewed” research
is by relying on sources that are

journalistic or otherwise non-
academic in nature. The paper
may have serious shortcomings
when it comes to discussing or
summarizing the sources it
uses. It may rely far too
heavily on direct quotation
from the works being reviewed.
It may not be clear to the reader
that the author actually
understands the arguments
being presented in the works
The paper draws on a body of peer-
reviewed scholarship that, while of
an adequate size, could be
strengthened by the inclusion of
additional sources. This paper may
discuss a substantial number of
sources but overlook one or more
major works. The paper generally
does a good job of articulately
summarizing the sources under
review but in one or two places the
author may be guilty of over-
quotation and/or may not seem to
understand the works being
summarized.
The paper draws on a substantial
body of peer reviewed
scholarship. The review
succeeds synthesizing and
critiquing the ideas and
arguments in this scholarship in
an articulate and succinct

manner. The author of the paper
clearly understands the sources
s/he cites. The paper discusses
the sources in a sophisticated
way and does not overly rely on
direct quotation.
s/he is discussing. It may also
seem to the reader that the
author has not properly read
many of the sources s/he
discusses.
Manner of
addressing the
cited material
The cited material is presented
as an annotated bibliography in
which each citation is presented
alone in a separate paragraph.
Irrelevant details about the
study are presented.
References are cited in an
integrative manner such as
would be found in Review of
Educational Research. Only the
most salient aspects of the study
are reported.
Appropriateness
of Implications

The paper may include a
section purporting to address
the implications of the
literature under review in
relation to their field (e.g.
curriculum and instruction,
counseling, education
administration, or higher
education and student affairs)
today, but if so this section is
weak and underdeveloped.
This may mean that the section
does not actually discuss
implications at all or that the
implications discussed are
unreasonable or unrealistic. It
may be clear to the reader that
this section was simply
“tacked-on” or that the author
did not think carefully about
the literature and its possible
meaning(s) for their field. To
the extent that this paper
addresses implications at all,
this discussion does not reflect
a sophisticated understanding
of the student’s topic in relation
to their field (e.g. curriculum
and instruction, counseling,
education administration, or
higher education and student
affairs).
This paper effectively addresses
some of the implications of the
literature under review in relation

to their field (e.g. curriculum and
instruction, counseling, education
administration, or higher education
and student affairs) today.
Generally, the implications
discussed are reasonable and
realistic, but the discussion may be
lacking in some ways. There may
be major or somewhat obvious
implications that are overlooked.
A small number of implications
may be somewhat unreasonable or
not terribly realistic. Overall, it is
clear that the author has thought
carefully about the implications of
the literature s/he reviewed, and the
discussion of implications reflects
a good understanding of the
student’s topic in relation to their
field (e.g. curriculum and
instruction, counseling, education
administration, or higher education
and student affairs).
The paper does an impressive
job of addressing the
implications of the literature
under review in relation to their
field (e.g. curriculum and
instruction, counseling,
education administration, or
higher education and student
affairs) today. The implications
may be abstract (as in
implications for future

scholarship), practical (as in
implications for faculty,
administrators, students, policy-
makers etc.), or both. Whatever
the case, it is clear in this paper
that the author has thought
carefully and creatively about
this section and the implications
discussed are reasonable and
reflect an exceptional,
sophisticated, and multi-layered
understanding of the student’s
topic in relation to their field
(e.g. curriculum and instruction,
counseling, education
administration, or higher
education and student affairs).
Conclusion This paper’s conclusion is
either too simple or non-
existent. If there is a
conclusion at all, it fails to
summarize the main themes
and arguments of the literature
review or does so incoherently.
The paper does have a conclusion
that addresses both the main
themes of the paper and the
argument(s) of the review.
Generally, this conclusion does a
good job or addressing these issues
and tying things together for the
reader. However, the conclusion’s

discussion of these issues may be
insufficiently developed, unclear,
or inconsistent with arguments and
ideas presented earlier in the paper.
The paper ends with a
conclusion that articulately
summarizes the main themes
and argument(s) of the literature
review.
Quality of
Writing
The paper may be poorly-
written, insufficiently
proofread, and/or rife with
unnecessary mistakes (spelling,
grammar, etc.). The writing in
places may be so muddled that
the reader struggles to
understand what is being said.
The paper is generally well-written
and the reader rarely if ever
struggles to understand what is
being communicated. Although
this paper may contain some
spelling or grammatical errors,
these errors are minimal and not
overly distracting. Despite these
errors, the paper was clearly
The writing is clear, cogent, and
professional. The paper has few
if any grammatical or spelling

errors and is carefully proofread.
proofread and not simply thrown
together.
Adherence to
APA Citation
Style
The paper fails to adhere to
APA citation style. It may be
unclear to the reader which
ideas in the paper come from
which sources.
The paper adheres to APA citation
style but may contain some errors.
Some sources listed in the
reference page may not be
parenthetically cited or vice versa.
There may be some errors.
The paper cites all sources
appropriately in text and in a
separate reference page. There
are few if any errors in the
application of APA style.
Note on Plagiarism: Plagiarism on this assignment to any extent
and to any degree will result in a
failing grade for the course. Formal university channels (see
University Catalog)
will be used to report and deal with any instances of academic

dishonesty. It is
your responsibility to know what constitutes plagiarism and how
to avoid it.
ASSIGNMENT OUTLINE
Assignment title: Research Assessment – Academic
Argument
Weighting: 40%
Faculty responsible: K. Carlson-Blatti, J. Meehan, S. Stead
Program: BBA3
Course name: Academic Communication Skills
Course number: GEN 2134
Hand-out date: Week 11 (Thursday, 21 November 2019)
Hand-in date to Faculty: Week 12:Mon 25 Nov. K5, K2, K3:
Tue 26 Nov. K1,K4: Wed 27 Nov. K6
Hand-in date for Turnitin:Week 12:Mon 25 Nov. K5, K2, K3:
Tue 26 Nov. K1,K4: Wed 27 Nov. K6
Assignment Overview:
To write an Academic Argument essay of 5-6 paragraphs

(approximately 800 words) on the topic and focus presented in
the three articles supplied to you; whilst respecting the chosen
Outline and Academic Argument Model and paragraph
structure.
First part: Using the three articles provided; make annotations
regarding the topic and focus that you consider argumentative
content for defending your position and as counter arguments.
Write down the citations for your source, with the appropriate
in-text citation and reference, using the APA handout. Please
write these by hand (correctly and legibly) on the separate sheet
of paper supplied as these will be graded. Keep a note of your
in-text citations on each article for the second part.
Second part: Create your numbered outline according to the
essay question given to you. Type up and develop the academic
argument essay using the chosen outline model. Give specific
examples and cite your source, with the appropriate in-text
citation using the APA handout. You must write in your own
words and use quotes, paraphrases and summaries.
N.B. Maximum quote length allowed is 20 words with no more
than two quotes throughout
Overall aim:
To select valid and reliable information using critical reading
techniques and to write an academic argument essay in the
appropriate format for a specific purpose, including APA
referencing where necessary.
Learning outcomes:
1, 2, 3

Organization and methodology:
Font: Arial 12
Line spacing: 1.5
Outline Correctly numbered and indented
Headings: Appropriate, relevant headings and sub-sections
Header/Footer: Write your full name and call name, student
number, class and the Teacher’s name
All documents and notes are to be handed back to the tutor and
a signed Statement of Authorship is required before you leave
class.
Word count:
Write 5-6 paragraphs. Quality is more important than quantity.
Guidance: approximately 800 words: write the word count
AFTER the paragraphs but BEFORE the references
Resources available:
Articles,: APA Handout and Academic Argument Assessment
Grading Rubric
Assessment tasks & weighting:
Research Assessment: Academic Argument Essay - 40%
Undergraduate Competencies: developed(italics)/ assessed
(bold)
1
2
3
4
5
6
A

Managing selfand developing professional behavior
Plan and manage your personal time, and other resources.
Accept responsibility and accountability for yourself including
appearance and behavior.
Recognize your strengths and areas for improvement.
Act with honesty, integrity and personal ethics.
Manage your personal health and emotional well-being.
Undertake personal and career development to foster continuous
independent learning.
B
Working with and relating to others
Work within the dynamics of a group, and acknowledge diverse
opinions and accept differences.
Show commitment to the team’s purpose and goals, and
accountability by completing tasks assigned to your role.
Accept and provide feedback in a constructive and considerate
way.
Recognize when conflict can be appropriate and positive, and
acquire skills necessary in negotiation.
Work effectively with different personalities across a wide
variety of social and professional situations.
Build professional relationships.
C
Communicating
effectively
Listen actively, ask questions and try to understand other
people’s viewpoints.
Write clearly and accurately in a variety of contexts and
formats.
Communicate clearly in spoken situations, and be able to
present information in appropriate visual forms.
Communicate in a respectful tone and manner at all times.
Be aware of verbal and non-verbal communication styles,
(including cross-cultural elements) and use appropriately.

D
Information and digital literacy
Research and interpret relevant information from a range of
sources using appropriate technology.
Evaluate the validity and bias of information.
Demonstrate numerical and digital literacy.
Analyze, synthesize and use information appropriately, and
disseminate responsibly (attributing your sources accurately).
Understand digital literacy, appropriate online behavior, risks,
and security.
E
Performing tasks and solving problems
Plan and carry out tasks and projects with well-defined goals
and outcomes.
Establish priorities to meet deadlines.
Consider situations from new perspectives and try innovative
ways to get things done.
Think critically and strategically and evaluate solutions to make
decisions.
Be willing to anticipate uncertainties, take initiative and be
proactive.
Evaluate work results for effectiveness.
F
Social responsibility
Act responsibly in accordance with sound principles of
sustainability.
Show respect for others’ rights and diverse ideas.
Accept responsibility for your own actions and how they impact
on others.

Evaluate ethical aspects as part of decision making.
Contribute to your local, national and international community.
Special instructions:
To be submitted to TURNITIN according to class
schedules and timings
Plagiarism:
Plagiarism is the act of presenting another’s ideas or words as
one’s own. Cheating includes, but is not limited to, the
intentional falsification or fabrication of any academic activity,
unauthorized copying of another person’s work, or aiding and
abetting any such acts.
Particular care must be taken when presenting information that
has been obtained from an internet site. Should this information
not be correctly referenced then you are guilty of plagiarism
and will be penalized accordingly.
Statement of authorship
Following the title page of your assignment there should be a
page on which you sign a statement that the work included in
the assignment is your own work except where appropriately
referenced. The following statement should be used:
Statement of authorship

I certify that this assignment is my own work and contains no
material which has been submitted as part of an assignment in
any institute, college or university. Moreover, to the best of my
knowledge and belief, it contains no material previously
published or written by another person, except where due
reference is made in the text of the assignment.
Signed
Name
Student number.
Feedback from teacher on first part of paper:
Make sure your Abstract is a small window into what your
paper is about. Right now it is just a few general sentences.
I like where you are heading with your Intro section. A few
things to work on: 1) provide more evidence and support (data
points whether quant/qual, narrative, etc.). You have started to
do that with the Vincent citation. Give your reader a bit more to
help make your argument clearer. For eg. with this sentence-
“Several researches show that suspension and expulsion rates
are on the increase due to school disciplinary issues.”…give
some of those citations. 2) Give some more explanation of what
PBIS is with citations to help bolster what you write. It doesn’t
need to be too long, but a bit more so the reader is very clear.
Then the next step is to connect it well to your topic which is

counselors supporting implementation, right? So what I need
you to work on is the logical progression of ideas you have
between the 1st couple lines explaining PBIS and the link you
have to counselors. If your “problem” is about counselor
implementation, this needs to be in the Intro. Right now you
have mostly shared a couple stats and some general PBIS info.
See how you can focus it more on the “problem” you have
written about in your purpose. Then your Intro will connect
more to your Purpose.
By the way, I can see RQs 1 and 3 and 4 sticking together well.
#2 seems like a completely different paper that will take you off
track. I wonder if you can combine #s 3 and 4 and then develop
a 3rd RQ that can have some sort of an outcome through your
CRL. Both #3 and 4 still read as a synthesis project and need a
follow-up RQ that is more proactively results-oriented or
outcome-oriented.. How do you take it to the next level? What
do you do with this information you have synthesized between
this RQ and your 1st one to help do “x, y, and z” with this
synthesized info you have? That is what takes this from a
simple synthesis to a critical review of the literature. What do
you take as the next step with this info and the what are the
conclusions and implications that you offer at the end based off
of what you suggest as your outcome from your analysis?
Continue to reflect on that, I have a feeling it is right there I
front of you. Is your goal to reframe or alter what counselors
realize- do they need to think about it in a different way? Once
you’ve combined all this info, what do you do with it to take it
forward? Is your goal to offer new ways through your
theoretical perspective for counselors to consider for PBIS
implementation?
For the Theoretical Framework section, it is really critical to
include the counselor piece in the dialog with the framework of
behaviorism you are utilizing. You need to be able to have that
dialog between the “problem”/topic you are engaging with

which centers the counselor in your project as it relates to PBIS,
right? So, make sure this is the right/best framework. Utilize the
Assignment Overview for this section to make sure you are on
the right track. I am wondering if the right framework is related
more to this part of your RQ#4- “professional effectiveness of
school counselors?” It seems like your frame would be more
about school counselor role/leadership or something related to
that…see if that makes sense to you as you think about how you
are framing your problem around school counselors as they
implement PBIS.
Your Lit Review sections are heading in the right direction and
seem to make sense. Continue adding plenty of evidence that
supports your RQs/problem. See also if there is anything TF-
related in the articles about role of counselor that may help
drive the TF for your work. Something about their role seems to
make more sense to me at least, when thinking about how to
frame the problem.
NOTE: There are quite a # of grammar and APA format citation
errors (and the Reference page- keep alpha order but no
numbering and make sure you are using the correct format) and
spacing errors. Consult APA Owl Purdue as a helpful guide.
Also, give yourself plenty of time to proofread and edit. You
are heading in the right direction. This work takes a lot of time-
writing takes a lot of time, at least it sure does for me. Just give
yourself the time you need and keep going forward.
Sheet1Qualitative Article MatrixAuthor Name/Year/Article
TitleWhat is the "problem"/"issue? (why was this study
necessary?)Primary Purpose Secondary PurposeResearch
QuestionData Collection Method (i.e. interviews, observations,
document analysis, etc.)Participant sample (i.e. who? How
many?)Summarized ResultsTheme I/Finding ITheme II/Finding
IITheme III/Finding IIIHistory/Implemetation/School

CounselorsConclusions/ImplicationsLimitations (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 booksNone
givenThousands 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 characteristicsHistoryPBIS,
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 evidence2Bradshaw, 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=14
729There 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 decrasesAfter the
first year that PBIS was implemented, the study showed that
Tier 1,2, and 3 interventions were successful.History,
ImplementationThe 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 critiquesAll around very helpful. Mentions
the need to include school counselors.3Goodman-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
729With 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 systemSchool 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
interventionsWashington Elementary School in Virginia. 878
students, 57 teachersImplementing
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
PBISImplementation, School CounselorAlthough
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
helpfulAgain, the ASCA tie in to PBIS. It not something often
referred to or mentioned. I did not know about it until now.
4Goodman-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-
21.1.119As 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 inquiry10 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 PBISPBIS 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 CounselorAccording 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/emotionalOnly 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. ASCA5Cressey, 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
729In 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 PBISA 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 universityParticipatory, descriptive
case study methodThe 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 CounselorLarger 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. 6Bradshaw, 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
29To 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 CounselorThe 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. 7Upreti, 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
29To 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 districtsThe 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. ImplementationThe
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. 8Bradshaw, 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/a0037630Th
e 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 researchersThis 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 districtsElementary schools
within the 5 districts At-risk and high-risk children may benefit
most from exposure to PBISThere 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
servicesImplementation, School CounselorGiven 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 isolationDistricts 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
29Disproportionality 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 analysisParticipant samples- 10th graders from math
and ELA claessesOverall, 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 studentsMath 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 roleThe 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-
19.1.57No thorough description exists of the alignment between
comprehensive school counseling programs and PBISTo
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 analysisNo participant
sample, just articlesSchool 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
yetEvidence 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
729Numerous 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 documentationState juvenile
agencies and facilitiesThePBIS 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 explorationConstant 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, ImplementationPBIS 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 counselingIt was
nice to finally read that training all staff at a site must be
trainedEvidence 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
729The 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 yearA 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, ImplementationA 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.13Hurst, 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
729 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 studentsWhen 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.ImplentationBased 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-
9305-7Recent 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?
Survey293 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 research, this work
must be informed by a clear synthesis of the current status of
school-based programs in terms of sustainabilityGiven 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
sustainabilityLike 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 studiesImplementation (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
implementationNo 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. 15Camille, 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
729The 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-
PBISThe 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? SurveyCertified staff
at a midwestern middle school, grades 5-8The 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.ImplementationManaging
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
729For 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 dataA
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
dailychool 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
waysImplementation, 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 demographicsFinally
school counselors are talked about and their important role in
PBIS. Good info on school counselors and the ASCA National
Model.17Gruman, D. H., PhD., & Hoelzen, B., M.A. (2011).
Determining responsiveness to school counseling interventions
using behavioral observations. Professional School
29As 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 assessment modelEducators 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,documentationNone given This article has
presented a method and rationale for using behavioral
observations in the area of professional 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 management to all
students at Tier One. Typically, Tier One interventions are
delivered in the general education 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
counselorsThe 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 performing 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 achievementThe
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 successfulGood review of
RTI, school counselors roles in behavior18 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
29As 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 documentaion72 students identified as at risk
in 3 elementary schoolsResults 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 counselorsBy 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 serviceslack of baseline data on the dependent measures
or control schools, sample sizeVery little mention of school

counselors, what about middle or high school?Great info on how
to idenitfy and support at risk students. 19Padden, 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
29Educators, 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,
documentations81 elementary and 42 middle schools in
VirginiaThe 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 ongoing 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
counselorsSchools 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
PBIS20Samerson, 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
29Middle 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 schoolsEducators' 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." ImplenmentationThe 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 SupportOnly
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 effective21 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
29This 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
principalsA 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 counselorsCounselors, 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.22Bryan, 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

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