6 claims on pp. 13–42 (statement 3, conclusion 2, conjecture 1).
Often, students who come to the attention of the school have not engaged in criminal activity so interacting with them as if they have committed a crime does not foster a positive, trusting relationship with the student.
cite page 13 What Is Behavioral Threat Assessment and Management?
Zero-tolerance policies do not consider the context associated with a student’s behavior and are not intended to address student needs.
cite page 13 What Is Behavioral Threat Assessment and Management?
The process is not synonymous with reactive disciplinary processes, exclusionary practices, or punitive measures.
cite page 13 What Is Behavioral Threat Assessment and Management?
While BTAM is separate from a disciplinary process, it is important to recognize that it may coincide with disciplinary, punitive, or legal actions depending upon the severity of the behavior and local policies.
cite page 13 What Is Behavioral Threat Assessment and Management?
Given the risks and adverse outcomes associated with exclusionary discipline, support and management plans should prioritize interventions that promote or restore connection and belonging and minimize a student’s time excluded from the learning environment, if possible.
cite page 18 Best Practices for Behavioral Threat Assessment and Management
While BTAM focuses on early intervention and proactive supports and is not intended to be a disciplinary process, it is important to recognize that it may coincide with disciplinary measures or temporary changes in placement that have implications for SWD.
cite page 42 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
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