The purpose of this study was to determine the impact of Randy Spricks (2009) behavior intervention support model, CHAMPS (Conversation, Help, Activity, Movement, Participation, Success), on elementary students in third through fifth grade in the areas of reading achievement, discipline referrals, and suspension numbers within a large culturally and economically diverse suburban elementary school located approximately 45 miles south of Chicago, Illinois. This ex post facto, quasi-experimental study measured data collected from a selected group of students over a two-year period. Data to measure the impact of CHAMPS included 2015-2016 district-wide Star Reading Enterprise benchmark scores, 2014-2015 end of the year referral data, 2015-2016 end of the year referral data, 2014-2015 end of the year suspension data, and 2015-2016 end of the year suspension data. This study targeted this age group due to research showing the correlation between the quality of instruction received in early stages of education and educational success in later years. Data collection was permitted with proper notification and permission from the superintendent and the school board. Statistical analysis concluded there was no statistically significant difference in the number of referrals or the number of suspension days in grades three, four, or five after the implementation of CHAMPS. However, the results of this study substantiated that CHAMPS had an impact on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]