While most research has not identified disparities across student groups in how threats were classified or disciplined (e.g., Cornell et al., 2018; Crepeau-Hobson & Leech, 2022), research on disparities for students with disabilities is more mixed (e.g., Cornell et al., 2018; Crepeau-Hobson & Leech, 2022; Maeng et al., 2020, 2023).
Consistent implementation and balanced outcomes across all student groups are of paramount importance for behavioral threat assessment.
Achieving these efforts is more challenging in siloed systems.
BTAM is intended to support student needs before they escalate into acts of school violence or crisis requiring intervention by law enforcement or medical personnel.
Multi-tiered systems of support (MTSS) like Positive Behavioral Interventions and Supports (PBIS) can provide a framework for a BTAM team to extend options for prevention and intervention by working in conjunction with a broader system designed to provide access to proactive and early intervention for students needing support.
The PBIS framework can help enhance efficiencies, address inequalities, and improve the effectiveness of behavior support and violence prevention efforts by using data to guide decision-making and systems to monitor and support implementation fidelity and effectiveness.
Likewise, implementation of BTAM can support MTSS/PBIS implementation through enhanced processes and procedures for intensive interventions.
While MTSS/PBIS or BTAM can each be effectively implemented alone, for schools that are implementing either MTSS/PBIS or BTAM, the integration of the two frameworks offers several possible advantages: • Streamlined systems and processes • More efficient resource utilization • Enhanced communication and collaboration • Improved data collection and analysis of implementation and effectiveness • Better outcomes for students and staff • More comprehensive prevention and intervention strategies BTAM is
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