RAMP and PBIS: “They Definitely Support One Another”: The Results of aPhenomenological Study (Part One)

Scholars have explored the impact of comprehensive school counseling programs on studentoutcomes, including those programs that garnered the RAMP (Recognized ASCA [AmericanSchool Counselor Association] Model Program) designation. A surfeit of empiricalexaminations of positive behavioral interventions and supports (PBIS) outcomes also areextant. Although researchers have investigated RAMP and PBIS individually and conceptualarticles have suggested models for aligning these two frameworks, scholarly investigationsof their interaction are scarce. Researchers in this study conducted a phenomenologicalinquiry with 10 school counselors employed in schools that featured both a RAMPdesignation and implementation of PBIS with fidelity. The researchers determined fourresulting themes regarding school counselors’ lived experiences working in schools withboth the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBISinteraction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d)challenges and benefits.