Running head: POSITIVE INFOMATION AND SUPPORTS SYTEMS IN SCHOOL 1

Running head: POSITIVE INFOMATION AND SUPPORTS SYTEMS IN SCHOOL 1

PBIS: Positive Information and Support Systems in Schools

A Research Paper

Presented to

The Faculty of Adler Graduate School

____________________

A Partial Fulfillment of the Requirements for

The Degree of Master of Arts in

School Counseling

_____________________

By: Kiel S. Des Jarlais

October, 2012

POSITIVE INFOMATION AND SUPPORTS SYTEMS IN SCHOOL 2

Abstract

The focus of this literature review is on the history of Positive Behavior Information and

Supports (PBIS) and the school counselor’s role in Tier II of the PBIS system. The paper will

focus on the history of PBIS, its strategies and then discuss Tier II interventions and the school

counselor’s role in those Tier II interventions. The author will identify the principles of Adlerian

Psychology and conclude with the school counselor’s overall role in Tier II of PBIS.

POSITIVE INFORMATION AND SUPPORT SYSTEMS IN SCHOOL 3


Outline

Abstract 2

Outline 3

Introduction 4-5

Positive Behavioral Intervention and Support 5-14

History of PBIS 5-7

PBIS Impact 7-8

Understanding PBIS 8-9

Strategies 10-12

Encouraging and Implementing PBIS 12-15

School Counselor’s Role in Tier II and Interventions 15-31

Tier II and The Counselor’s Role 15-18

Check-In Check-Out 18-21

Academic/Behavioral Interventions 21-23

Student Assessment and Progressive Monitoring 23-24

Benefits of Using Check-In Check-Out 24-25

Applying Check-In Check-Out 25

Social Skills Group 25-27

Academic Supports 27-29

Alternatives to Suspensions 29-30

Reward System 30-32

Counselor Referral 32-33

Adlerian Analysis 33-37

Encouragement and Belonging 33-34

Belonging and Contributing 34-36

Inferiority Complex 36-7

Conclusion 37

References 38-43



PBIS stands for Positive Information and Support. PBIS is an evidence based behavioral

intervention that enhances academics and social behaviors for all students (Luiselli, Putnam,

Handler, & Feinberg, 2005). Effective classroom management and preventive school discipline

are essential for supporting teaching and learning. PBIS goes further by emphasizing that

classroom management and preventive school discipline must be integrated by working together

with effective academic instruction in a positive and safe school climate to maximize success for

all students (Hampton & Mason, 2003). As a school counselor, one can advocate for students and

have a significant role within the PBIS System. PBIS offers three tiers of prevention. Primary

Tier, Tier I, is school-wide practices and systems for preventing the development and

occurrences of problem behavior for all students across all settings. Secondary Tier, Tier II, are

for more specialized and intensive practices and systems for supporting students whose

behaviors have been documented as unresponsive to Tier I practices and systems. Tertiary Tier,

Tier III, are for highly specialized and individualized practices and systems for supporting

students whose behaviors have been documented as unresponsive to Tiers I & II practices and

systems (Hampton & Mason, 2003). Of those three tiers, Tier II students will largely be met with

a school counselor.

Tier II evidence-based interventions use systematic, explicit methods to change student

performance and/or behavior. In systematic methods, skills and concepts begin with the most

simple, moving to the most complex (Luiselli, Putnam, Handler, & Feinberg, 2005). Student

objectives are clear, concise, and driven by ongoing assessment results. Additionally, students

are provided with appropriate practice opportunities which directly reflect systematic instruction.

Explicit methods typically include modeling, student guided practice, and student independent


practice, sometimes referred to as “I do, We do, You do.” (Luiselli, Putnam, Handler, &

Feinberg, 2005). As a school counselor, it is important to understand one’s role within PBIS and

the Tier II process to encourage effective student academics and behavior. The school counselor

plays an important role to establish and encourage students in Tier II.

Positive Behavior Intervention and Support

History of PBIS

In a 1995 National Education Goals Report, “a lack of discipline” was cited as the top

challenge facing American schools. In response to this, schools over the last decade have started

to “get tough” by implementing reactive and punitive policies such as zero tolerance and “three

strikes and you are out” legislation (Skiba & Peterson, 1999). Research has shown, however, that

using punishment alone, without teaching or reinforcing pro-social behavior, is ineffective and

has been associated with increases in aggression, vandalism, truancy, and dropout rates (Skiba &

Peterson, 1999). Positive Behavior Intervention and Support (PBIS) is a process for creating

school environments that are more predictable and effective for achieving academic and social

goals (Skiba & Peterson, 1999).

Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to

proactive, school-wide behavior based on a Response to Intervention (RTI) model (Carr, Donlop,

Horner, Koegell, Turnball & Sailor, 2002). PBIS applies evidence-based programs, practices and

strategies for all students to increase academic performance, improve safety, decrease problem

behavior, and establish a positive school culture. Schools implementing PBIS build on existing

strengths, complementing and organizing current programming and strategies. (Carr, Donlop,

Horner, Koegell, Turnball & Sailor, 2002) The PBIS model has been successfully implemented

in thousands of schools in over 40 states, resulting in dramatic reductions in disciplinary


interventions and increases in academic achievement. Data-based decision making is a hallmark

of PBIS, allowing successes to be easily shared with all relevant stakeholders. For some schools,

PBIS will enhance their current systems and practices, for others it will radically change the

culture for the better (Carr, Donlop, Horner, Koegell, Turnball & Sailor, 2002).

The concept of PBIS has been researched in education for approximately 15 years. PBIS

is based upon sound educational practices grounded in psychological and sociological theory

(Golvin & Hernedez, 2000). It was started as a joint initiative by the University of Oregon and

the federal Department of Education to prevent the isolation of high school students. Currently,

PBIS is implemented across the United States and in many foreign countries (Golvin &

Hernedez, 2000).

In its beginnings, PBS strategies were implemented with people with disabilities

(Sprague, Horner, & Walker, 2000). PBS had two interrelated goals, the first being to improve

quality of life by incorporating a secondary goal - exchanging maladaptive behavior for more

socially acceptable behavior (Sprague, Horner, & Walker, 2000). To accomplish these goals,

clinicians developed a variety of strategies. They learned to modify the environment in a way

that would allow people to be successful. Researchers began to actively teach behavioral skills

that increase the potential for success in everyday settings (school, work, recreation, home, etc.)

(Sprague, Horner, & Walker, 2000). They collected and assessed data to determine whether the

interventions and strategies they employed were successful. Clinicians paid more attention to

appropriate behaviors than they did to misbehaviors. These and other strategies were very

successful in special education settings (Sprague, Horner, & Walker, 2000).

In 1997, when Congress reauthorized the Education of All Handicapped Children Act of

1975, they changed the title of the law to the Individuals with Disabilities Education Act (IDEA)


and they added language reflective of PBS success (Luiselli, Putnam, Handler, & Feinberg,

2005). IDEA 1997 encourages educators—in both special and regular education settings—to

consider "positive behavioral interventions, strategies, and supports," "positive behavioral

interventions and strategies," and "positive academic and social learning opportunities" to

address student behavior when it "impedes his or her learning or that of others" (Luiselli,

Putnam, Handler, & Feinberg, 2005).

As time passed, more schools began to use PBS strategies, and researchers, in study after

study, began to see positive outcomes (Luiselli, Putnam, Handler, & Feinberg, 2005). Today,

many educators have come to recognize the importance of PBS tenets and strategies in positively

transforming school climates—so much so that if Congress reauthorizes the No Child Left

Behind Act of 2001 in the upcoming months, it is highly likely that the law will include language

that encourages schools to implement PBS strategies (Luiselli, Putnam, Handler, & Feinberg,

2005).

PBIS Impact

Congress reauthorized IDEA again in 2004. By then, PBS had achieved such recognition

that lawmakers decided to formalize its position (Luiselli, Putnam, Handler, & Feinberg, 2005).

Instead of the vague language used in the 1997 reauthorization, this time they spelled it out and

used the terms consistently throughout the law. In doing so, however, they did not use the

common generic term, PBS, but instead chose "positive behavioral interventions and supports"

(Luiselli, Putnam, Handler, & Feinberg, 2005). With the enactment of IDEA 2004, the status of

PBIS changed. By writing the phrase "positive interventions and supports" into the law,

Congress in effect rebranded PBIS as the definitive model of positive behavior support (Luiselli,



This unfortunate state of affairs caused confusion among educators, who often thought

they could not access a professional development service unless it carried the specific label of

PBIS (Luiselli, Putnam, Handler, & Feinberg, 2005). Organizations like Safe & Civil Schools

and Project Achieve that continued to use the generic term found themselves constantly

explaining the interchangeability of PBS and PBIS (Luiselli, Putnam, Handler, & Feinberg,

2005).

Following the lead of the USDOE, Safe & Civil Schools will no longer use PBS in

describing its activities. Instead, we now recognize PBIS as the generic term that encompasses

all those proactive, positive, multi-tiered strategies and techniques designed to improve quality of

life and curtail maladaptive behavior that we used to call "positive behavior support."(Luiselli,


Understanding PBIS

PBIS has three tiers that derive the positive behavior program. Staff, data and

researched based on the schools needs place students into appropriate Tiers for improvement.

Tier 1, known as the Primary Prevention stage, is where educators can expect to see marked

behavioral improvements in about 80% of the student population. To do this, schools first

develop a set of behavioral expectations and communicate them to all students and staff

(Hawken & Horner, 2003). Next, the school develops a system of reinforcement methods and

prevention to support the expectations. These practices will set the foundation for the following

two tiers. Tier II, known as Secondary Preventions, are specially designed group interventions

that target students at-risk of displaying challenging academic and behavior problems. These

interventions are designed to be quickly accessed, highly efficient, flexible, and to bring about

rapid improvement (Hawken & Horner, 2003). PBIS estimates that 10–15% of students will need


Tier II interventions to be successful in school. An example of a Tier II academic intervention is

an additional 30 minutes of small-group reading instruction that is provided to students over and

above the amount of reading instruction they receive in general education classrooms (Crone,

Horner, Hawken, 2004). Tier II behavior interventions include specially designed small-group

counseling interventions provided by school social workers, school psychologists, school

counselors, and other behavioral specialists (Crone, Horner, Hawken, 2004). Tier III, known as

Tertiary, focuses on the individual behavior of the remaining 5-10% of students. At this tier,

students display higher needs and have been unresponsive to Tier 1 and Tier II. Educators will

learn strategies to help students either meet social and behavioral expectations or to cope with

their challenges (Crone, Horner, Hawken, 2004).

Tier III interventions are provided to students with intensive academic and/or behavior

needs. Interventions at this level are individualized and tailored to meet the unique academic

and/or behavior needs of students (Scott & Eber, 2003). An example of a Tier III academic

intervention is an extra 60 minutes of concentrated small-group reading instruction that is

provided in addition to the time devoted to reading instruction in general education classrooms.

Tier III behavior interventions include wraparound planning (Scott & Eber, 2003). Wraparound

is a planning process based on student strengths and needs across home, school, and community.

Individualized intervention plans are developed and tailored to meet the unique needs of students

who exhibit chronic problem behaviors. All three tiers work together to provide a continuum of

school-wide instructional and behavioral support (Scott & Eber, 2003).

Strategies of PBIS

A key strategy of the PBIS process is prevention (Luiselli, Putnam, Handler, & Feinburg,

2005). The majority of students follows the school’s expectations, but are never acknowledged


for their positive behavior (Luiselli, Putnam, Handler, & Feinburg, 2005). Through instruction,

comprehension and regular practice, all stakeholders use a consistent set of behavior

expectations and rules. When some students do not respond to teaching of the behavioral rules,

PBIS schools view it as an opportunity for re-teaching, not just punishment (Luiselli, Putnam,

Handler, & Feinburg, 2005).

A systematic approach to positive behavior support and discipline has long been the

standard approach to classroom management used by successful practitioners (Egnor, 2003).

These practitioners create environments using positive strategies and processes that facilitate

socially competent behaviors rather than just punish inappropriate behaviors (Egnor, 2003).

Designed to prevent behavior problems before they occur, socially competent environments

emphasize teaching appropriate behaviors rather than just punishing unwanted behavior (Egnor,

2003). Additional preventative behaviors include matching the level of intervention resources to

the level of behavioral challenge, designing and integrate multiple systems that address the full

range of behavioral challenges and creating environments that facilitate the ultimate goal of

increasing academic achievement for all students (Egnor, 2003).

Rather than simply directing individual students to change inappropriate behaviors, the

Positive Behavioral Interventions and Supports (PBIS) model (also referred to as the Positive

Behavioral Supports model, or PBS) considers the larger context for behavior—the classroom,

school, family, and community (Egnor, 2003). “Attention is focused on creating and sustaining

environments that improve educational results for all students, thereby making problem

behaviors less effective and relevant, and desired behavior more functional” (Horner & Carr,

1997). These environments teach or encourage pro-social responding, especially for the


relatively small number of students who are at risk for adopting antisocial lifestyles (Horner &

Carr, 1997).

PBIS impacts student achievement greatly. 16,000 school teams have been trained on the

PBIS implementation framework (especially, tier 1 or primary prevention). There are 3 states

with more than 60% of schools involved in PBIS implementation, 9 states with more than 40%,

and 16 states with more than 30% (Sugai & Horner, 2002). This impact reflects efforts by state

and district leadership teams to build capacity for sustaining and scaling up their implementation

of PBIS. Schools that are effective in their implementation have:

More than 80% of their students and staff who can indicate the desired positive behavioral

expectations for a given school setting

High rates of positive acknowledgements for contributing to a positive and safe school

climate

Have more than 70-80% of their students who have not experienced an office discipline

referral for a disciplinary rule infraction

A good idea about which students require more intensive behavior supports

Systems for regular review of their school-wide behavior data to guide their PBIS action

planning and implementation decision making (Sugai & Horner, 2002)

In addition, since the 1980s, a number of experimental studies have documented the

effectiveness of the PBIS framework at the school-wide level. This body of research supports

improvements in problem disciplinary behavior, school climate, organizational health, student

bullying behavior and peer victimization, and academic achievement (Bradshaw, Koth,

Thornton, & Leaf, 2009).


Encouraging and Implementing PBIS

To encourage the use of PBIS, the Office of Special Education Programs (OSEP) at the

U.S. Department of Education funded a center to study the use and outcomes of PBIS, and to

facilitate the use of PBIS in schools by disseminating training and technical assistance to school

districts nationwide (OSEP, 2005). Since the initial funding of the Center on Positive Behavioral

Interventions and Supports (Center on PBIS) in 1998, a great deal has been learned about the

compilation of effective practices, interventions, and systems change strategies necessary to

create and maintain socially competent learning environments (OSEP, 2005).

A significant body of research shows positive outcomes for social skills instruction,

academic restructuring, and behavioral interventions—the key elements of PBIS—to address

inappropriate behaviors, facilitate positive behavior change, and encourage academic

achievement (Gottfredson, 1997). As such, four essential concepts form the basis for the PBIS

model. Operationally defined and valued academic and social behavior outcomes are linked to

annual school improvement objectives, local and State initiative priorities, and individual

academic goals and objectives (OSEP, 2005). Behavioral and biomedical strategies are used to

address problematic behavior in schools (OSEP, 2005). Only research-validated practices,

interventions, and strategies are used to achieve goals (OSEP, 2005). Existing systems are

examined and changed to enhance the quality of life and learning for all students and

simultaneously reduce problem behaviors on a large scale (OSEP, 2005). Incorporating the four

essential concepts for the basis of the PBIS model help accelerate productive learning, positive

behavior and overall productiveness in the school setting.

Based on the Public Health Prevention model, PBIS is implemented using a three-tiered,

strategic approach. Primary prevention, Tier I, targets the entire school and focuses on teaching


behavioral expectations for every school setting (e.g., halls, classroom, cafeteria, and buses)

(OSEP, 2005). Every student, faculty, and staff member is explicitly taught the expected

behavior, and the positive and negative consequences for appropriate and inappropriate

behaviors. Research shows that about 80 percent of behavior problems can be avoided with well

implemented primary prevention (OSEP, 2005). Secondary prevention, Tier II, introduces more

intensive instructional strategies and supports for a smaller number of students who are at risk

(about 15–20 percent) who do not respond to the primary prevention strategies alone. Secondary

strategies include the use of study halls and academic tutoring for students who are struggling

academically and small group instruction for those with behavioral challenges (e.g., anger

management, social problem solving, and social skills instruction)(OSEP, 2005). Tertiary

Prevention, Tier III, is reserved for the 3–5 percent of students who have serious and persistent

behavioral and academic challenges. These interventions are highly individualized to meet the

students’ needs and usually require the use of functional behavioral assessment (also mandated

in the 1997 reauthorization of IDEA) and interagency collaboration (e.g., child welfare, mental

health, juvenile justice) (OSEP, 2005).

PBIS standardizes expectations and consequences across the setting in the schools so

students know the appropriate behaviors in each setting and receive the same interventions—

regardless of the adult responsible (Luiselli, Putnam, Handler, & Feinberg, 2005). This is

achieved by thoroughly training and supporting educational staff in the use of positive

behavioral approaches to create environments that facilitate appropriate behaviors. A very

important component of PBIS is data-driven decision making (Luiselli, Putnam, Handler, &

Feinberg, 2005). This component enables staff to use data to inform decisions about the

effectiveness of changes to rules, routines, and arrangements in schools. Use of these data


enable staff members to specifically pinpoint problem areas and make focused changes rather

than continue an intervention that is ineffective or implement an intervention and hope it will

have the desired result(Luiselli, Putnam, Handler, & Feinberg, 2005).

One of the most difficult parts of implementing PBIS in a school is generating

investment from staff who are skeptical to change (Luiselli, Putnam, Handler, & Feinberg,

2005). The Center on Positive Behavioral Intervention and Supports recommends investment

by at least 80 percent of staff before beginning implementation (Luiselli, Putnam, Handler, &

Feinberg, 2005). 80 percent of staff is recommended to help with fidelity. The thought is

then it will be supported and has a better chance of being effective. Policymakers who want

to bring about systems change in schools must therefore promote the program and advertise

the positive outcomes realized in similar settings before mandating the use of PBIS (Luiselli,

Putnam, Handler, & Feinberg, 2005). Once buy-in is achieved, a team is established to assess

need and facilitate intensive training in PBIS components. To assist in these tasks, the Center

on PBIS has developed the School-wide Positive Behavior Support Implementers’ Blueprint

and Self-Assessment (Luiselli, Putnam, Handler, & Feinberg, 2005). This blueprint provides

a rationale for implementation of PBIS, as well as practical steps for implementation and use

of the self-assessment checklist for accountability (Luiselli, Putnam, Handler, & Feinberg,

2005).

Following the lead of the USDOE, Safe & Civil Schools will no longer use PBS in

describing its activities. Instead, we now recognize PBIS as the generic term that

encompasses all those proactive, positive, multi-tiered strategies and techniques designed to

improve quality of life and curtail maladaptive behavior that we used to call "positive

behavior support."(Luiselli, Putnam, Handler, & Feinberg, 2005).

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=216

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=216


School Counselor’s Role in Tier II and Interventions

Tier II and the Counselor’s Role

Positive behavior support is an application of a behaviorally-based systems approach to

enhance the capacity of schools, families, and communities to design effective environments that

improve the fit or link between research-validated practices and the environments in which

teaching and learning occurs (Scott, 2001). Attention is focused on creating and sustaining

primary (school-wide), secondary (targeted group or simple individual plans), and tertiary

(individual) systems of support that improve lifestyle results (personal, health, social, family,

work, recreation) for all children and youth by making problem behavior less effective, efficient,

and relevant, and desired behavior more functional (Scott, 2001). Tier II in PBIS is an important

concept utilized and accountable for a school counselor.

PBIS estimates that 10–15 percent of students will need Tier II level interventions to be

successful in school. An example of a Tier II academic intervention is an additional 30 minutes

of small-group reading instruction that is provided to students over and above the amount of

reading instruction they receive in general education classrooms. Tier II behavior interventions

include specially designed small-group counseling interventions provided by school social

workers, school psychologists, school counselors, and other behavioral specialists (Crone,

Horner, Hawken, 2004). All three tiers work together to provide a continuum of school-wide

instructional and behavioral support (Scott & Eber, 2003). Various tier two behavior

interventions are implemented for students at risk of developing problem behaviors due to poor

social skills, low academic achievement, and/or challenging family situations (Lewis & Sugai,

1999). These students require added support over and above the Tier I interventions that are


provided to all students but they do not require the type of help associated with Tier III

interventions.

Tier II interventions offer at-risk students additional opportunities to learn expected

behaviors that lead to educational success (Lee, Sugai & Horner, 1999). Key components of Tier

II interventions include continuous availability; minimal effort required from staff and voluntary

student participation. Students may be identified as in need of tier two behavior interventions by

analyzing trends in the number of office discipline referrals, suspensions, detentions, attendance,

and tardies. Those students with a greater number of incidents may be targeted to receive

additional support. Tier II interventions must reflect the frequency and complexity of students’

problem behaviors (Sugai, 2000). Student progress is monitored over time to determine if the

identified problem behaviors have decreased or if Tier III interventions should be considered. A

common method of evaluating progress is through rating scales that require teachers or another

adult to record their opinion of a specific problem behavior during a class period (Sandomierski,

Kincaid & Algozzine, 2007). The rater should provide verbal feedback to students that explain

why they received a given score.

Additional data used to evaluate progress include reductions in the number of office

discipline referrals, suspensions, detentions, and tardies. Other progress indicators are increased

attendance days as well as pre/post group intervention testing, and student grades. By integrating

ongoing data evaluation methods into Tier II interventions, progress is monitored continuously to

ensure that implementation efforts meet student needs (Sandomierski, Kincaid & Algozzine,

2007).

Tier II interventions integrate practices that are developed based upon the best available

research. Interventions must be implemented consistently and correctly before a decision can be


made regarding student progress (Luiselli, Putnam & Sunderland, 2002). This means that

attention must be paid to what interventions are implemented as well as how they are

administered. They are evidence based, utilize teams to make data-based decisions, require

systems-level support, and emphasize prevention. These targeted systems and practices focus on

both school-wide and individual student outcomes (Luiselli, Putnam & Sunderland, 2002). Tier

II interventions are typically group-based, standardized practices and systems designed to

supplement primary prevention efforts, and are appropriate for students who exhibit problem

behaviors across multiple settings (Luiselli, Putnam & Sunderland, 2002).

Crone, Hawken, and Horner (2010) indicate that Tier II interventions have the following

critical features that include consistent, standardized implementation across students.

Interventions in Tier II are easily accessible (e.g., within a few days of referral) and have

continuous availability. Necessary implementations must be executed by all school staff.

Consistency with and extra doses of school-wide expectations and interventions need to be

applied (Crone, Hawken & Horner, 2010). A variety of evidence based Tier II interventions

meet these criteria, and most incorporate effective practices, such as, targeted and explicit skill

instruction, acknowledgements of appropriate behavior, increased adult support and frequent

performance feedback for targeted behaviors. Plans for generalization and maintenance verify

appropriate and successful implementations of Tier II interventions (Crone, Hawken & Horner,

2010). Professional school counselors implement a comprehensive school counseling program

that addresses the needs of all students. Through the review of data, professional school

counselors identify struggling students and collaborate with other educators to provide

appropriate interventions throughout the PBIS Tiers (Crone, Hawken & Horner, 2010). . The

School Counselor’s role in Tier I includes implementing a foundation with standards and


competencies. Guidance curriculums such as learning skills, social skills and bullying prevention

are developed to deliver to students and individual student planning in their academics and social

aspects (Crone, Hawken & Horner, 2010). Additionally, the school counselor develops

curriculum results report and accountability to the students. Professional school counselors work

collaboratively with other educators to remove systemic barriers for all students and implement

intervention programs that assist in student success (Crone, Hawken & Horner, 2010).

Check-In/Check-Out

Check-In Check-Out, or CICO, is a commonly utilized and well-researched Tier II

intervention and a prominent role for the school counselor to execute. Executing CICO provides

necessary expectations, records behaviors and communicates effectively with school and

students home (Filter, McKenna, Bennedict, Horner, Todd & Watson, 2007). Check-In Check-

Out (CICO) is a Tier II, group-oriented intervention, designed especially for students whose

problem behaviors are unresponsive to Tier I practices and systems, do not require more

immediate individualized interventions, and are observed across multiple settings or contexts

(Filter, McKenna, Bennedict, Horner, Todd & Watson, 2007). Because CICO is a group-based,

standardized intervention, it is efficient and cost-effective. For example, the program can

accommodate a number of students (e.g., up to thirty), and students can enter the program within

a few days following referral (Lewis, 2009). CICO also provides a built-in system for monitoring

students’ progress in the program, evaluating the fidelity of implementation, and transitioning to

a self-managed program (Filter, McKenna, Bennedict, Horner, Todd, & Watson, 2007). The

critical features that define CICO for students include the following practices: Check-In Check-

Out Practice Features according to Filter, McKenna, Bennedict, Horner, Todd & Watson (2007),

increased positive adult contact including embedded social skills training. There is a direct link


to school-wide behavioral goals and expectations that allow for frequent feedback and daily

home-school communication. Incorporating CICO as a school counselor creates cohesion,

understanding of expectations and applies positive reinforcement contingent on meeting

behavioral goals.

Research conducted on Check-in Check-Out, (CICO) and similar programs have

consistently demonstrated associated decreases in problem behaviors, office discipline referrals,

and referrals for special education services (Filter, McKenna, Bennedict, Horner, Todd &

Watson, 2007). In typical implementation of CICO, and other Tier II interventions, students

engage in the following daily activities: Check in with CICO coordinator in the morning which

would be the school counselor. The student carries a point card that is based on school-wide

expectations (Filter, McKenna, Bennedict, Horner, Todd & Watson, 2007). Frequent and regular

feedback is delivered to the student on their behavior from adults, including the school counselor

throughout the day. The school counselor reviews the goals of the student at the end of the day.

After the review amongst the counselor and the student, the student takes their point card home

for parent(s) or guardian(s) signature and obtains positive feedback. Communication is inserted

with the students’ parent(s)/guardian(s) by recording data and delivering cohesion with the

school and at home (Filter, McKenna, Bennedict, Horner, Todd & Watson, 2007). .

A critical component of the Check-In-Check-Out, (CICO) intervention is data-based

decision making to monitor and evaluate student progress, make intervention adjustments,

communicate with others, and enhance implementation fidelity (Lewis, 2009). To be effective,

data-based decision making systems must have clear, specified questions that target what data

needs to be collected as well as the measurable definitions of what data needs to be collected.

Efficient tools procedures for collecting the data and efficient means for entering the data into a


data storage and analysis system (Lewis, 2009). Efficient procedures for summarizing and

reporting the data for each question and efficient procedures for using the data to guide action

planning decisions are also critical components that need to be utilized by the school counselor

(Lewis, 2009).

A school counselor can be an extremely effective CICO coordinator. The CICO

coordinator role is central to the effective and efficient implementation of CICO, and is

responsible for direct coordination and implementation of the CICO intervention with students

(Lewis, 2009). A school counselor who is an effective CICO coordinator becomes fluent with

CICO procedures, is respected as a positive adult by the students and effectively communicates

skill with students, school staff, and family members. Consistency with follow-through and

activity completion is noticed, along with effective use of data for decision making with regard

to the student’s progress and implements fidelity.

A common misperception is that these strategies will “fix” the student and the classroom

teacher does not need to be an active participant since “specialists” or outside staff are often

involved in the intervention – it is important to stress that these interventions will require high

level of involvement among all staff within the school building (Lewis, 2009).

Once a student has been identified as needing additional support, both RtI and PBIS

advocate for using evidence-based interventions that require resources appropriate to

the student’s level of need, and then monitoring the progress of students receiving those

interventions (Crone, Horner & Hawken, 2004). In Tier II, this is interpreted as providing

interventions that are easy to administer to small groups of students, and which require limited

time and staff involvement. In schools that are using PBIS, a check-in/check-out program such as

the Behavior Education Program meets these criteria and provides a way to focus at-risk


students’ attention on the school-wide expectations (Crone, Horner, & Hawken, 2004). The

Behavior Education Program, or BEP, is a targeted group intervention particularly effective for

students whose function of behavior is based on getting adult attention (Crone, Horner, &

Hawken, 2004). In each case the student is matched up with a positive and supportive adult with

whom the student seems to have a good relationship. The student checks in with this adult at the

beginning of the day for some brief goal-setting and then checks out at the end of the day with

the same adult to de-brief successes and challenges (Crone, Horner, & Hawken, 2004).

Possibilities for Tier II interventions include social skills groups, group counseling, or

mentoring programs. While a plethora of such programs exist for purchase and use within

schools, many do not have a solid research base that supports their effectiveness (Crone, Horner,

& Hawken, 2004). Clearly, the area of targeted group/Tier II interventions will benefit from

future efforts at applied research.

Academic/Behavioral Interventions

Most educators would agree that it is rare to find a student who has behavior challenges

who does not also have academic challenges, and many times the behavioral problems originate

because of the student’s inability to succeed academically at a level comparable to his/her peers

(Fiarbanks, Sugai, Guardino & Luthrop, 2007). If a student has shown a poor response to

universal and classroom-level behavioral interventions, his/her academic proficiency should be

assessed. If the student has academic deficits, they should receive evidence based interventions

that directly address their needs. Schools may find that it is necessary to provide academic and

behavior interventions simultaneously, but a judgment of the student’s response to the behavior

intervention should be interpreted cautiously until the academic problems are remediated

(Fiarbanks, Sugai, Guardino & Luthrop, 2007).


Progress monitoring can be efficiently achieved for Tier II interventions using variations

of teacher rating scales that reflect students’ academic and/or behavior goals (the school wide

expectations) (Sandomierski, Kincaid, D., & Algozzine, 2007). Most commonly, rating scales

require teachers (or another adult) to record their opinion of a student’s behavior during a

specific time period, such as a 50-minute class or subject period (e.g., Language Arts, or Math).

As the teacher fills out the rating scale, they provide brief, specific verbal feedback to the student

about why they earned that rating. The most obvious drawback to this method of progress

monitoring is that the teacher’s reported opinion is being measured, not the actual instances of

academic or social behavior (Sandomierski, Kincaid, D., & Algozzine, 2007). However, at this

level of analysis, the resources dedicated to any particular student should match his/her level of

need; more time-consuming and intensive measures should be left to levels of intervention that

are equally intense (Sandomierski, Kincaid, D., & Algozzine, 2007).

As with the universal and classroom levels of intervention, academic and behavior

interventions must be carried out with fidelity in Tier II before the student can be judged to have

an adequate or insufficient response to intervention (Sandomierski, Kincaid, D., & Algozzine,

2007). This would mean that interventions would be evaluated not only with regard to how they

were delivered to the student, but also with regard to the way in which they generalized to non-

treatment settings. For example, if a student participates in a “pull-out” social skills group with

the school’s guidance counselor, fidelity would have to be evaluated for the manner in which the

counselor presented the social skill lessons to the students, as well as the manner in which the

teachers applied the social skill lessons in the classroom (Sandomierski, Kincaid, D., &

Algozzine, 2007). Similarly, evidence of academic performance should reflect improvements

across settings, people, and materials. The process of monitoring intervention fidelity and


supporting teachers while effective interventions are implemented is of key importance, and

requires further investigation on both state and national levels (Sandomierski, Kincaid, D., &

Algozzine, 2007). Incorporating these strategies engages the importance of focusing on Tier II as

a school counselor.

Student Assessment and Progress Monitoring

The focus on Tier II is essential for school counselors. Tier II data indicates 20% of

students experience significant emotional/behavioral symptoms during any year. 11% of the

total student population will be diagnosable during K-12 (Giled & Cuellar, 2003). When

considering the 16% of children who are receiving mental health services, 75% are receiving

them only in the school setting (American Academy of Pediatrics, 2004). Social-

emotional/behavior are linked to academic achievement, aggression, criminality, and lifetime

mental health diagnoses (Owens & Murphy, 2004). School counselors have a predominant role

working with students in Tier II. Advocating for students in Tier II benefits their consistency

within the school which will also help generalize them to home, social and emotional settings.

As a school counselor, advocating for the students to promote social involvement and

encouraging academic support can greatly reduce the percentage of kids who are linked to

negative behaviors and struggles in the school setting. Consistently engaging with student

interaction as a school counselor will allow for monitoring and progress to improve students

overall success in schools.

Ongoing student assessment and progress monitoring, through the collection and review

of accurate and appropriate data, is used for decision making to determine the level of support

individual students need. When a student does not respond to classroom interventions that were

implemented it may be determined the student may qualify for a function‐based Tier II small


group intervention (Owens & Murphy, 2004). Function-based Tier II support is all about re-

designing and improving the learning and teaching environments based on the student to direct

positive behavior and academic success (Owens & Murphy, 2004).

Benefits of using Check-In/Check-Out

The Check-In Check-Out (CICO) process provides systematic performance feedback for

identified Tier II students who may benefit from daily organizational and behavioral support and

positive adult attention (Filter, McKenna, Benedict, Horner, Todd, & Watson, 2007). This

intervention is most appropriate for students who seek or enjoy adult attention which establishes

a positive relationship with the school counselor. This intervention also provides a positive

communication link between home and school, sets students up for success, each morning, and

can be faded to develop student self management(Filter, McKenna, Benedict, Horner, Todd, &

Watson, 2007).

Additional benefit of using Check-In/Check-out improves student accountability,

increases structure and improves student behavior and academics when other interventions have

failed. Feedback and adult support are provided on a daily basis, as well as improving and

establishing daily home/school communication. Check-In/Check-out improves student

organization, motivation, incentive, reward and collaboration (Filter, McKenna, Benedict,

Horner, Todd, & Watson, 2007). Check-In/Check-Out helps students to self-monitor and correct

their behaviors that may be unacceptable. Internalizing success and accomplishing goals allows

for students to get involved and excited about the program, enjoying the structure, support, and

incentives of the intervention. Establishing these goals engages the student’s interaction with the

school counselor to work together and prepare obtainable goals to be recognized and create

successful accomplishments.


Maintenance free responsible behaviors, habits, and effort allows for the students to have

the ability to improve self-confidence and become responsible members of the school,

community and at home (Filter, McKenna, Benedict, Horner, Todd, & Watson, 2007).

Applying Check-In/Check-Out

As a school counselor, advocating for students success is vital. Implementing various

parts of PBIS helps develop and place interventions for students. Appropriate usage of CICO

would be when a student has failed to respond to other interventions and general class

management techniques and interventions (Filter, McKenna, Benedict, Horner, Todd, & Watson,

2007). Additional appropriate applications of applying CICO would be when a student is

competing little to no work or is not doing homework at all. A student who is not participating,

being involved, or taking part in the learning process as well as when a student has emotional

issues, like anxiety, frustration, etc. would be appropriate means to utilize CICO. Kids who have

attention, focus, and impulsivity issues, as well as very poor organization skills should be applied

to CICO (Filter, McKenna, Benedict, Horner, Todd, & Watson, 2007). A student who is

exhibiting behavioral problems and demonstrates low motivation and effort towards skills

indicates proper application of CICO. As a school counselor, noticing these behaviors indicates

application of PBIS in Tier II; incorporating CICO enhances the overall productivity of students.

Social Skills Groups

An additional intervention incorporated into PBIS, Tier II is Social Skills Groups. Social

Skills Groups provide specific social skills training/instruction based on the student’s identified

function of behavior (Hawken, Vincent & Shumann, 2008). Student performance skills are

acknowledged by all participating adults and replacement social skills behaviors are identified

from the school wide matrix. These skills are taught by instructors and practiced amongst the


students (Hawken, Vincent & Shumann, 2008). When a school uses a commercial social skills

curriculum, it is important to tie the specific skills to the school‐wide expectations (e.g. safe,

respectful, and responsible) (Hawken, Vincent & Shumann, 2008). As a school counselor, these

ties correlate an overall productive and systematic environment.

Benefits for incorporating social skills groups with students as a school counselor is

beneficial due to the lack of basic social skills students obtain. Social skills groups increase

instructional time, improve student interactions, increases student productivity and help students

improve daily social functioning (Hawken, Vincent & Shumann, 2008). Helping students

acquire friends benefits students in social skills groups which also helps teach them essential

skills, giving them the feeling of fitting in with others (Hawken, Vincent & Shumann, 2008).

Social skills groups incorporated with students acts as a positive domino effect. The overall

function of the social skills groups gives students the courage and strength to believe in

themselves. Students are taught and learn how to follow rules, expectations, and procedures

which give students a “common” language. Learning these necessary skills and tasks increases

the overall self-confidence, self-concept, and self-esteem (Hawken, Vincent & Shumann, 2008).

Through consistency, applying the social skills groups as a school counselor advocates students

to lead a productive and appreciative lifestyle.

Some common areas for social skills instruction pertain to communicating effective

hygiene, manners and listening skills. Students learn listening skills, how to be polite and

considerate to others and being respectful (Hawken, Vincent & Shumann, 2008). Sharing, taking

turns, using appropriate words and applying appropriate touch are communicated during social

skills. Applying social skills with students gives them the knowledge how to become proper

citizens in the school. They learn how to behave in the halls, lunchroom, and during instruction


(Hawken, Vincent & Shumann, 2008). As a school counselor, delivering these skills to students

effectively communicates the overall policies and procedures of the school. Students also learn

how to incorporate a healthy lifestyle by interacting appropriately and taking care of themselves

and others both physically and emotionally.

As a school counselor it is important to understand when it is appropriate to apply social

skills groups. It is important to teach all students appropriate social skills with any and all

opportunities. When students have poor hygiene and seem out of place, ostracized and/or

isolated, social skills deem necessary (Hawken, Vincent & Shumann, 2008). Students who

exhibit poor social routines, like taking turns, sharing, waiting in line, shaking hands and poor

eye contact, social skills can help influence positive social routines. Students who are rude, short

in conversations, pushy, and show annoyance to others consistently will benefit from social skills

groups (Hawken, Vincent & Shumann, 2008). The demonstration of poor personal care habits,

like blowing ones nose, using a napkin and inappropriate etiquette learn successful personal

habits. Social skills groups help students who appear socially awkward, weird, out of place and

are perceived as weird and strange by the class. When students do or say weird, silly,

inappropriate, or out of place things, students should be applied to social skills groups (Hawken,

Vincent & Shumann, 2008). Noticing this lack of skills with students will help improve their

overall social skills when they are introduced to the social skills group by the school counselor.

Academic Supports

Students who display inappropriate behaviors and social skills may also struggle with

academic achievement (Hampton & Mason, 2003). The results from curriculum based

assessments are utilized to monitor academic progress of all students (Hampton & Mason, 2003).

Students who are identified as at‐risk may receive additional academic support. Learning


concerns are identified and targeted academic accommodations will be developed by

accommodating to the lack of specific skills the students may be deficient in.

School counselors can improve student’s social skills by developing social skill groups

and self-esteem groups. Incorporating positive behavior, effective communication and using

eye-contact as well as appropriate body language can improve social skills. Amongst these

groups, students learn cooperation skills, assertion skills, friendship skills, empathy skills, self-

Control skills and school & classroom skills (Hampton & Mason, 2003).

Incorporating necessary academic supports, such as mentoring, extra testing time, and

additional help on various subjects the student may be struggling with can be beneficial to the

student (Hampton & Mason, 2003). A school counselor promotes academic support to students

who have low academic ability and are inattentive and easily distracted or fall off task. When a

school counselor notices or is told about a student who has a messy locker, desk, or backpack

and has incomplete work in their folders, locker or back packs will benefit greatly from academic

supports. Students who are disorganized, act out, clown around and display inappropriate

behaviors should be welcomed in academic supports (Hampton & Mason, 2003).

Other factors noticed by a school counselor to bring in a student for academic support are

students who have an unstable home and little parental follow through, as well as the incapability

of knowing the directions or the content. Additional factors include students who procrastinate

and put things off, have a hard time getting started, no sense of urgency and create disturbances

like noises or conflict (Hampton & Mason, 2003). Academic supports help influence overall

academic skills by implementing goals and interventions to students. Goal sheets and data collect

progress amongst student’s academic development throughout the year (Hampton & Mason,

2003). Teachers, students, counselors and the student’s parents/guardians can communicate


through the goal sheet to monitor the progress of the student. Teachers record any and all

assignments and tests that may need support or have been missed. Record of the grade, quality

and guidelines within the assignments and classes are recorded. This helps monitor progress

with the student and encourages the student to improve their overall academic skills.

Alternatives to Suspension

Tier 2 identifies interventions for a variety of students who may need variable structure

and guidance throughout their day. Additional interventions in Tier II include alternatives to

suspension. A school counselor should advocate for alternatives to suspension for students for a

number of reasons. Some of these reasons are suspending students is very unproductive for

academies (Hampton & Mason, 2003). Some students get suspended on purpose to get out of

school work or away from something they may dislike or feel uncomfortable being part of and

not want to cope or deal with it. Suspensions are not an effective deterrent for many kids, who

do not see it as a significant consequence or negative stimulus (Hampton & Mason, 2003).

As a school counselor, the appropriate times to advocate for students to have alternatives

to suspension are for students who frequently get into trouble and are suspended. Students who

are continuously trying to get suspended on purpose in order to get out of class, homework or

other school responsibilities are necessary for alternatives for suspension (Hampton & Mason,

2003). When suspensions seem to be ineffective to the student, alternatives to suspensions are

necessary for the school counselor to campaign for (Hampton & Mason, 2003).

There are various alternatives to suspension and ways to carry them out as a school

counselor. Alternatives may be discussed with a student or students before implementing them.

Some common alternatives to suspensions include: in-school suspension, school service,

assisting custodial staff with after school clean up and parent supervision (Hampton & Mason,


2003). The school counselor can also give counseling sessions with the student to explain the

negative behaviors and the reasons for the consequences. Providing counseling to the student

can create a working relationship and build cohesion with the student (Hampton & Mason,

2003). The student may feel purpose and belonging with interacting one on one with the

counselor. Additional alternatives to school suspensions include parent supervision, community

service, behavior monitoring, and loss of privileges such as lunch, recess, and social time

(Hampton & Mason, 2003). Time-outs can serve as a necessary consequence, which could be

done in the school counselor’s office as well as detention before or after school. Overall,

alternatives to suspensions keep the individual in the school setting and offer additional

consequences for the student that can be much more productive and still deliver the same

expectations and consequences for such negative behavior (Hampton & Mason, 2003).

Reward Systems

Consequences are necessary when it comes to individuals in Tier II of PBIS. As

important consequences are for adhering to reversal of positive behaviors, reward systems are

imperative (Hampton & Mason, 2003). As a school counselor, promoting reward systems to

students is a must. Creating a reward system provides students with positive feedback. Students

response to positive reinforcement best and helps reinforce positive behaviors and expectations

(Hampton & Mason, 2003). As a school counselor, promoting and creating a reward system

provides incentive to students for doing the right things. Reward systems improve behaviors and

academics. Students are more inclined to stay on task as well as producing immediate and quick

results. Encouraging students to work toward behavioral and academic goals promotes growth,

success and self-satisfaction for the students (Hampton & Mason, 2003).


As a school counselor it is important to understand when it is necessary to create reward

systems with students. Praising students for doing the right thing, encourages proper and

appropriate behavior. When students exhibit chronic behavioral problems, demonstrate low and

persistent motivation, effort and interest, as well as refusal to do work or follow behavior

guidelines, reward systems are appropriate (Hampton & Mason, 2003). Oppositional and defiant

students who want to prove their power in the school system benefit greatly with a reward

system. The reward system helps with altering their power status and incorporating productive

behavior (Hampton & Mason, 2003). Research indicates there are effective ways to praise

students. The terms "effective praise" and "encouragement" are often used by researchers and

other professionals to describe the same approach (Atkin, Eckert, Lovett & Little, 2007).

Dreikurs and others (1982) say that praise is usually given to a child when a task or deed is

completed or is well done. Encouragement, on the other hand, refers to a positive

acknowledgment response that focuses on student efforts or specific attributes of work

completed. Unlike praise, encouragement does not place judgment on student work or give

information regarding its value or implications of student status. Statements such as "You draw

beautifully, Marc," or "Terrific job, Stephanie," are examples of praise. They are nonspecific,

place a judgment on the student, and give some indication of the student's status in the group

(Atkin, Eckert, Lovett & Little, 2007). Encouragement and praise incorporated in PBIS support

productive improvement amongst students as well as associating with a reward system.

Additional circumstances to incorporate a reward system are students who are impulsive, fail to

meet behavioral and academic expectations and students who frequently break the school and

classroom rules. Students who have difficulty getting along with others or interact


inappropriately with others and those who have frequent incomplete and missing work will

benefit greatly with a reward system (Hampton & Mason, 2003).

A school counselor can use a number of different items for creating a reward system with

students. Token economy is where students earn a token, check mark or sticker for meeting

predetermined goals, which they can use to buy or earn a reward after a certain number of

earnings (Hampton & Mason, 2003). Earning privileges for meeting expectations and positive

notes sent home for demonstrating good behavior and meeting expectations are also good

incentives with the reward system (Hampton & Mason, 2003). Small items a school counselor

can incorporate into the reward system include: stickers, erasers, trinkets, pencils, crayons,

snacks, drinks, books, candy and so on provide excellent rewards for positive behavior for

students (Hampton & Mason, 2003). Praise and encouragement throughout the reward system is

necessary to correlate along with the reward system.

Counselor Referral

A school counselor can be one of the most influential and supportive members of PBIS,

Tier II. Working with students one on one provides students with more on one help, support and

intervention. Working one on one with students provides students to feel a sense of security and

the ability to voice their opinion without concern for negative drawback. Students who work

with the school counselor are provided with the full attention of an adult and reduce anxiety and

pressure on the student (Hampton & Mason, 2003). Working with the student one-on-one helps

the student feel secure. The one-on-one interaction with the school counselor allows for teachers

to focus on the classroom without having to be interrupted, taking away from the classroom

lessons. This allows for the student go get their needs met as well as the teacher to continue their

learning lesson with in their classroom (Hampton & Mason, 2003).


A school counselor should work one-on-one with students when they are over emotional

and cannot calm down in an appropriate and brief amount of time (Hampton & Mason, 2003).

When a student’s needs are greater than those the teacher can provide in the classroom setting

and when a student requires more support and attention to address or solve a problem and issues,

working one on one with the student is necessary (Hampton & Mason, 2003). The greatest part

about the school counselor working one-on-one with the student is it builds relationships, trust,

and communication with the student.

Due to the various layers in the Tier II process, communication is critical. Families need

to be communicated with, acknowledging and understanding the interventions that may be taken

place with their child (Luiselli, Putnam, Handler, & Feinberg, 2005). Other staff such as

specialists, special educators, and paraprofessionals who will be expected to implement

interventions as planned also need information to accurately and consistently implement the plan

(Luiselli, Putnam, Handler, & Feinberg, 2005). As a school counselor, working with the staff is

a critical component of the Tier II process to make sure everyone is on the same page and

understands the necessary language and plans in place to provide appropriate behaviors.

Adlerian Analysis

Encouragement and Belonging

PBIS helps implement a program that allows for success amongst all students. Alfred

Adler believed in encouragement, and belonging. Adler’s goal was to create a psychological

movement that argued for the holistic view of an individual as well as social equality. PBIS

looks a student as a whole individual; looking to find interventions that improve the student

overall abilities in the school community, socially, emotionally and personally. Understanding

rewards is of special importance for school counselors because while we want desirable behavior


to be rewarded, we do not want undesirable behavior to be rewarded. A reprimand, for example,

may not have been intended to be a reward, but may still function in that capacity (Atkin, Eckert,

Lovett & Little, 2007). One of the more common findings in schools is that teachers

inadvertently reward inappropriate child behavior by attending to talking out, or disruptive acts.

Similarly being sent to the office may be rewarding if it involves escaping from aversive or

difficult work. If a behavior is contingently followed by obtaining a desirable

event/activity/object or avoiding an aversive event/activity/object then the behavior will become

more likely to occur in similar situations in the future (Atkin, Eckert, Lovett & Little, 2007).

Encouragement, guidance and reward of appropriate approximations of successful behavior are

helpful for students to build the skills that can then be sustained by the natural consequences

from reading well, joining games with peers, or playing a musical instrument. Rewards also are

important for building a predictable, positive social culture in a school (Atkin, Eckert, Lovett &

Little, 2007). Schools with clearly defined behavioral expectations, and formal strategies for

acknowledging (rewarding) appropriate behavior, are perceived as safer, more effective learning

environments (Atkin, Eckert, Lovett & Little, 2007). The delivery of rewards is one overt way

that children learn that adults are serious about the social and academic goals they are teaching.

Understanding and using rewards is an essential skill for any educator. Selecting the

right type, level and form of rewards to encourage student behavior is a competence developed

over time, and is a hallmark of effective teaching.

Belonging and Contributing

Tier II adheres to Adler’s belief in social belonging. Within interventions such as finding

alternatives to suspension and counseling referral, a student feels the sense of belonging and

contributing. Adler believed that the social and community realm is equally as important to


psychology as the internal realm of the individual (John, 2000). Perhaps Adler’s most influential

concept – and the one that drives the Adler School today – is that of social interest (John, 2000).

PBIS creates a commonality for students integrating processes to help influence individuals

social interest. Collaborating and cooperating with one another as individuals and communities

can progress to benefit society as a whole. PBIS helps imply these dynamics throughout

accommodations and tier II to improve the overall student’s quality.

Although Adler’s psychological theory was developed nearly a century ago, many of his

concepts are still brought to fruition through the Adler School of Professional Psychology. His

concepts based in social interest, social justice, equality, and the importance of education guide

the Adler School’s commitment to social change. Adlerian Psychology holds that human beings

are goal-oriented and choice-making by nature, not mechanistically victims of instinct, drives,

and environment (John, 2000). PBIS helps congregate these abilities, working with students and

integrating multiple opportunities to develop success and encourage students. As social beings,

our basic goal is to belong. Although heredity and environment have strong influences, to a large

extent we make our own choices of how to belong (John, 2000). PBIS helps mold these

opportunities for children to belong.

When a student wants to feel the sense of belonging and contributing, the student may not

exhibit positive behaviors to provide such feelings. According to the psychologist Alfred Adler,

“Behind everyone who behaves as if he/she were superior to others, we can suspect a feeling of

inferiority which calls for very special efforts of concealment. It is as if a man/woman feared that

they were too small and walked on their toes to make themselves taller” (John, 2000). He also

wrote "to be a human being means to feel oneself inferior. The child comes into the world as a

helpless little creature surrounded by powerful adults. A child is motivated by feelings of


inferiority to strive for greater things. When he has reached one level of development, he begins

to feel inferior once more and the striving for something better begins again, which is the great

driving force of mankind” (John, 2000). The interventions of Tier II help guide a student who

feels inferior and promotes positive, encouraging behaviors that help benefit their overall

abilities and possibilities as a student.

Adler’s concept of Gemeinschaftsgefühl, or a deep sense of fellowship in the human

community and interconnectedness with all life, holds that human beings, as social beings, have

a natural desire to contribute usefully for the good of humanity (John, 2000). Tier II

interventions strive for cohesion and relatedness to Adler’s concept of Gemeinschaftsgefühl.

According to Adler, a desire for social significance must focus on contribution, not on status-

seeking, or one’s social relationships and one’s mental health will suffer (John, 2000). PBIS Tier

II deals with reconstructing student’s negative beliefs and thoughts and advocates for influences

on interventions to promote social relationships and improving one’s mental health.

Inferiority Complex

Adlerian Psychology is perhaps best known for the concept of the inferiority complex.

Adler viewed some behavior as overcompensation for perceived shortcomings. We sometimes

make choices about how to belong on the basis of an often mistaken feeling of inferiority. This

ultimately leads students to reach tier II of PBIS. Throughout interventions of tier II, students

can rid their misconception and mistaken beliefs, along with their mistaken goals. Children, for

example, sometimes seem to believe, mistakenly and not consciously, that they belong only

when they are the center of attention. Some adults act as if they believe, mistakenly, that they

belong only when they can control others, or take revenge on others, or withdraw from others

(and often such misperceptions developed in early childhood).


Both the inferiority complex and overcompensation indicated to Adler an exaggerated

concern with self (Dweck, 2000). This self-concern could be eased by nurturing ones innate

abilities to cooperate and contribute through what Adler called the life tasks: work, intimacy, and

friendship (Dweck, 2000). Adlerian therapy helps to “liberate” clients by helping them move

toward a clearer understanding of their unconscious, inferiority-based belief systems, or “life-

styles,” and toward a clearer understanding of ways to incorporate cooperation and contribution

and mutual respect in their relationships (Dweck, 2000). Adlerians hope to let go of “private

logic” and embrace dignity and respect in all relationships, thereby becoming emotionally and

physically healthier and creating a more democratic culture (Dweck, 2000). PBIS helps integrate

Adler’s theories and finding to incorporate success in education.

Conclusion

In the future, we will use PBIS to describe our theoretical model, our philosophy, and our

products and services. In the past, we authored materials that use the term PBS in reference to

"positive behavior support." The term PBS in past materials is equivalent to PBIS in current and

future usage (Luiselli, Putnam, Handler, & Feinberg, 2005).

PBIS has been proven by research that using punishment alone does not have positive

affects socially and academically in schools. PBIS implemented tiers to help students who need

various accommodations. Tier II is an essential group of students a school counselor can have a

positive impact on. Utilizing the appropriate interventions can prove to be beneficial to the

student, teacher and parent/guardian to help develop a more successful path throughout their

education. PBIS is extremely encouraging; helping create a more positive, productive and

efficient school based environment. PBIS has proven to be an important system that will help

benefit students, staff and schools for years to come.


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Running head: POSITIVE INFOMATION AND SUPPORTS SYTEMS IN SCHOOL 1