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ERIC Number: EJ1163850
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1096-2409
RAMP and PBIS: "They Definitely Support One Another": The Results of a Phenomenological Study (Part One)
Goodman-Scott, Emily; Grothaus, Tim
Professional School Counseling, v21 n1 p119-129 2017-2018
Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors' lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP-PBIS interaction, (b) "the data is amazing," (c) "part of the [school] culture," and (d) challenges and benefits. [For Part Two, "School Counselors' Roles in Ramp and PBIS: A Phenomenological Investigation (Part Two)," see EJ1163849.]
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A