12 claims on pp. 8–46 (statement 3, evidence 2, conclusion 6, definition 1).
Rather, research shows that students display a variety of observable, concerning behaviors as they escalate toward violence.
cite page 8 What Is Behavioral Threat Assessment and Management?
Research has shown there is no accurate or useful profile of a student who will engage in targeted violence, but they often display concerning behaviors before perpetrating an attack (NTAC, 2019, 2021).
cite page 9 What Is Behavioral Threat Assessment and Management?
Focusing on a continuum of concerning behaviors allows teams to identify students in distress and intervene before their behavior escalates to the point of harm to themselves or others.
cite page 9 What Is Behavioral Threat Assessment and Management?
Focusing on a continuum of concerning behaviors allows teams to identify students in distress and intervene before their behavior escalates to the point of harm to themselves or others.
cite page 10 What Is Behavioral Threat Assessment and Management?
Define a continuum of behaviors that initiate the behavioral threat assessment process, ranging from contextually concerning behaviors to those that are prohibited. Prohibited behaviors warrant immediate intervention (e.g., threatening or engaging in violence, bringing a weapon to school, bullying, harassment, and similar behaviors that may pose a direct risk of violence). Concerning behaviors may not necessarily be indicative of violence, but warrant additional information to determine if student-centered support and intervention
Why inferred The sentence crosses a page break: this quote is the page 15 part and the sentence continues on page 16 (claim p016-01). Full sentence (pages 15–16): “ Concerning behaviors may not necessarily be indicative of violence, but warrant additional information to determine if student-centered support and intervention are appropriate (e.g., concerning statements and actions; unusual interest in violence or weapons; sudden or dramatic changes in behavior or appearance; withdrawal or isolation; substance abuse; depression, self-harm, and suicidal ideations).”
cite page 15 Best Practices for Behavioral Threat Assessment and Management
are appropriate (e.g., concerning statements and actions; unusual interest in violence or weapons; sudden or dramatic changes in behavior or appearance; withdrawal or isolation; substance abuse; depression, self-harm, and suicidal ideations).
Why inferred The sentence crosses a page break: this quote is the page 16 part and the sentence begins on page 15 (claim p015-06). Full sentence (pages 15–16): “ Concerning behaviors may not necessarily be indicative of violence, but warrant additional information to determine if student-centered support and intervention are appropriate (e.g., concerning statements and actions; unusual interest in violence or weapons; sudden or dramatic changes in behavior or appearance; withdrawal or isolation; substance abuse; depression, self-harm, and suicidal ideations).”
cite page 16 Best Practices for Behavioral Threat Assessment and Management
Teams are encouraged to establish a low threshold for intervention and support. This will position the team to more comprehensively address a continuum of behaviors and identify students in distress before their behavior escalates to the point of harm to themselves or those around them.
cite page 16 Best Practices for Behavioral Threat Assessment and Management
Students may display behaviors that prompt concern from those around them (e.g., classmates, friends, teachers, and family) in various ways, such as observable risky behavior; concerning or threatening statements made in person, online, or in text messages; or submitting assignments with bizarre or unusual content or statements. When behaviors prompt concern, those around the student need a method for reporting and sharing their concerns.
cite page 16 Best Practices for Behavioral Threat Assessment and Management
Schools can improve reporting accuracy by ensuring that clear definitions of concerning behavior are developed and shared and include examples and non-examples that support differentiating individual characteristics that may be related to a student’s personal identity (i.e., their disability) from clearly concerning and/or threatening behaviors.
cite page 43 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
For ALL students, situations involving weapons, direct threats of violence, or concerns about an individual’s safety should warrant immediate intervention aligned with district safety policies.
cite page 45 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
A student with a disability is identified by the BTAM team as engaging in concerning behaviors such as an excessive interest in past acts of school violence and making contextually inappropriate comments about harming others.
cite page 46 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
School administration determines these behaviors violate school expectations.
cite page 46 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
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