Research question 6: Why did schools adopt specific BTAM models (or develop their own), and how did
Why did schools adopt specific BTAM models (or develop their own), and how did they go about it?
NCIER®
Adoption Reasons
94 claims on pp. 22–144 (fact 85, statement 5, conclusion 1, conjecture 3).
Claims about Adoption Reasons
State policy is not expected to be the primary determinant, but encouragement or funding could promo
Although we do not expect state policy context to be the primary determinant of schools’ decisions about which safety measures to implement (see Chapter 7 for a discussion of the primary drivers for initial BTAM implementation in schools), encouraging the use of BTAM or providing other supports, such as funding to state-level school safety agencies specifically for BTAM could promote adoption or influence how schools form BTAM teams and scope their responsibilities.
Adoption analysis covers 50 percent of principals (n = 866) present at initial implementation
Sample (n = 866 of 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
we focus on the 50 percent of principals in our sample (n = 866) who said they were at their current school for that school’s initial implementation of BTAM
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Survey gave principals seven possible adoption reasons and asked them to select up to three
Our survey provided principals a list of seven possible reasons for the initial adoption of BTAM at their school and asked them to select up to three that best explain their context.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Of respondents naming drivers, 40 percent picked one reason, 29 percent two, 26 percent three
Sample (N = 452) · Principals answering the implementation drivers question
(Forty percent picked one reason, 29 percent picked two, and 26 percent picked three.)
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
59 percent of principals selected best practice for violence prevention as a main driver of adoption
Sample (N = 452) · Principals answering the implementation drivers question
The perception that BTAM is a best practice for violence prevention topped the list of reasons why schools implemented BTAM in the first place: 59 percent of principals selected this option as a main driver.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Next most common driver was school- or district-level policy requirements
The next most common driver was policy requirements set at either the school or district level, which we discuss in more detail below.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Other drivers: liability 11 percent, outside organizations 8 percent, school community 5 percent
Sample (N = 452) · Principals answering the implementation drivers question
Few respondents selected other reasons as main drivers: Only 11 percent of principals reported that their school had concerns about being held liable in cases of school violence; 8 percent said that other organizations on which their school depends (e.g., local law enforcement) encouraged them to adopt a BTAM program; and 5 percent said their school community wanted them to adopt a BTAM program.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
5 percent of principals said BTAM was implemented directly in response to a violent incident
Sample (N = 452) · Principals answering the implementation drivers question
Notably, 5 percent of principals reported that their school implemented BTAM directly in response to a violent incident in their school or district.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Schools adopt BTAM mainly for a few reasons: best-practice belief and state or local requirements
Taken together, these patterns suggest that schools are primarily adopting BTAM programs for a small number of reasons—most notably their belief that it is a best practice for school safety and because of state or local requirements.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Violent incidents and community encouragement may be fringe reasons, likely not driving factors
We interpret these results as an indication that other factors—such as experiencing a violent incident or school community encouragement—may be fringe contributing reasons but are likely not the driving factors for BTAM adoption.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Principals in early-mandate or early-encouragement states saw policy as a driver
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Interestingly, principals in states that mandated BTAM early (i.e., in 2019) or strongly encouraged its adoption early (also in 2019) perceived that such policies were a driver for BTAM adoption at their schools (e.g., half of the principals in states with early legislation said that state or local law was a main driver in their decision to implement BTAM) (see the purple box in Figure 7.1).
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Principals were asked about personal involvement in initial implementation of a named or local model
We asked all principals whether they were personally involved in the initial implementation of their school’s BTAM model and whether they reported using a named BTAM model or one that was locally created for their context.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Involved principals were asked why the school or district adopted BTAM and what steps preceded it
If they were, we asked why their school or district initially adopted a BTAM approach and about any steps the school or district may have taken prior to implementation.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Nearly all respondents identified between one and three main drivers
Excluding those respondents who said they did not know about the main drivers for implementation, nearly all respondents identified between one and three reasons as main drivers.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Best practice for violence prevention: other states 61, encouraged 59, early legislation 58 (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Behavioral assessment and management is a best practice for violence prevention | 61 | 59 | 58
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Required by state or local law: other states 13, encouraged 45*, early legislation 53* (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We were required to by state or local law | 13 | 45* | 53*
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Required by district policy: other states 28, encouraged 41, early legislation 48* (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We were required to by school district policy | 28 | 41 | 48*
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Liability concerns: other states 11, encouraged states 16, early legislation states 9 (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We had concerns about being held liable in cases of school violence | 11 | 16 | 9
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Other organizations encouraged adoption: other states 8, encouraged 10, early legislation 8 (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Other organizations we depend on (e.g., our local law enforcement department) encouraged us to adopt a BTAM program | 8 | 10 | 8
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
School community wanted BTAM: other states 8, encouraged states 9, early legislation states 3 (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
Our school community wanted us to have a BTAM program | 8 | 9 | 3
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Violent incident response: other states 9, encouraged states 6, early legislation states 4 (%)
Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question
We had a violent incident in our school or district and we implemented the program as part of our response | 9 | 6 | 4
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Figure 7.1 note: main-drivers question (n = 452), select up to three
Sample (N = 452) · Principals answering the implementation drivers question
This figure depicts response data from the following survey question: “What were the main drivers for the implementation of your BTAM program?” (n = 452). Respondents were instructed to select up to three responses.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Figure 7.1 note: Other 7 percent, Don’t know 3 percent, None of these 2 percent
Sample (N = 452) · Principals answering the implementation drivers question
Respondents were also given an “Other” option, selected by 7 percent of respondents; a “Don’t know” option, selected by 3 percent of respondents; and a “None of these were main drivers” option, selected by 2 percent of respondents.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Figure 7.1 includes only respondents with a team and model present at initial implementation
Includes only those who said their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “Other” model, or a locally created one; and that they were around for the initial implementation of this model.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
State policy is not the determining factor in BTAM uptake by schools
The fact that BTAM programs are still very common even in those states where adoption of BTAM was neither mandated nor encouraged in 2019 further highlights the finding that state policy is not the determining factor in uptake of BTAM by schools.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Principals in early-mandate or early-encouragement states still cited best practice as a main reason
still saw BTAM as a best practice for violence prevention as a main reason for adoption.
Why inferred The sentence crosses a page break: this quote is the page 55 part and the sentence begins on page 54. Full sentence (pages 54–55): “However, a greater percentage of these principals still saw BTAM as a best practice for violence prevention as a main reason for adoption.” “These principals” are those in states that mandated BTAM early or strongly encouraged its adoption early (in 2019), per the preceding sentence on page 54.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Table A.29: N/A; None of these were main drivers - 2.7 / 2.0
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
N/A; None of these were main drivers | 2.7 | 2.0
Table A.29: We had a violent incident in our school or district and we implemented the… - 5.3 / 5.4
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We had a violent incident in our school or district and we implemented the program as part of our response | 5.3 | 5.4
Table A.29: We were required to by state or local law - 42.8 / 44.3
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We were required to by state or local law | 42.8 | 44.3
Table A.29: We were required to by school district policy - 41.7 / 42.7
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We were required to by school district policy | 41.7 | 42.7
Table A.29: We had concerns about being held liable in cases of school violence - 10.2 / 10.8
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We had concerns about being held liable in cases of school violence | 10.2 | 10.8
Table A.29: Behavioral assessment and management is a best practice for violence prev… - 58.2 / 59.1
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Behavioral assessment and management is a best practice for violence prevention | 58.2 | 59.1
Table A.29: Our school community wanted us to have a BTAM program - 5.2 / 5.2
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school community wanted us to have a BTAM program | 5.2 | 5.2
Table A.29: Other organizations we depend on (e.g., our local law enforcement departmen… - 8.3 / 8.2
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Other organizations we depend on (e.g., our local law enforcement department) encouraged us to adopt a BTAM program | 8.3 | 8.2
Table A.29: Other (please specify) - 7.6 / 7.0
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Other (please specify) | 7.6 | 7.0
Table A.29: Don’t know - 2.8 / 3.0
Sample (N = 475 | 452 by column) · Table A.29 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Don’t know | 2.8 | 3.0
None of these reasons were important: X (weighted pct)
None of these reasons were important | X
Concerns about BTAM effectiveness in reducing school violence: X (weighted pct)
Concerns about BTAM effectiveness in reducing school violence | X
Staff or district leader concerns about BTAM being too complex: X (weighted pct)
Staff or district leader concerns about BTAM being too complex | X
Difficulties adapting BTAM to our local needs: X (weighted pct)
Difficulties adapting BTAM to our local needs | X
Our local community did not support our use of BTAM: X (weighted pct)
Our local community did not support our use of BTAM | X
Problems maintaining connections to outside service providers for intervention: X (weighted pct)
Problems maintaining connections to outside service providers for intervention | X
Service provider capacity limits for how many students they could serve: X (weighted pct)
Service provider capacity limits for how many students they could serve | X
Parents unable to support individual intervention efforts (e.g., due to costs): X (weighted pct)
Parents unable to support individual intervention efforts (e.g., due to costs) | X
Parents unwilling to implement or participate in recommended interventions: X (weighted pct)
Parents unwilling to implement or participate in recommended interventions | X
Staffing constraints making BTAM difficult to maintain: X (weighted pct)
Staffing constraints making BTAM difficult to maintain | X
Reduction in school staff support for the program: X (weighted pct)
Reduction in school staff support for the program | X
Couldn’t get needed training for BTAM team members: X (weighted pct)
Couldn’t get needed training for BTAM team members | X
Problems getting data from outside organizations (e.g., law enforcement, medica…: X (weighted pct)
Problems getting data from outside organizations (e.g., law enforcement, medical providers) | X
I don’t know why we discontinued the program: X (weighted pct)
I don’t know why we discontinued the program | X
Table A.62 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.62 note: Only respondents who said their school did have a school- or district-level BTA…
Only respondents who said their school did have a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and that this was discontinued would have seen this question, but none did.
Table A.62 note: X = Response suppressed because of the small sample size.
X = Response suppressed because of the small sample size.
I don’t know why we haven’t implemented a BTAM program: X (weighted pct)
I don’t know why we haven’t implemented a BTAM program | X
Our school safety concerns don’t justify implementing BTAM: X (weighted pct)
Our school safety concerns don’t justify implementing BTAM | X
BTAM is not mandated in our state: X (weighted pct)
BTAM is not mandated in our state | X
BTAM would not be accepted by our local community: X (weighted pct)
BTAM would not be accepted by our local community | X
BTAM would not work well in our school culture: X (weighted pct)
BTAM would not work well in our school culture | X
Our school staff would not support BTAM: X (weighted pct)
Our school staff would not support BTAM | X
Table A.63 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.63 note: Only respondents who said their school does not have a school- or district-leve…
Only respondents who said their school does not have a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) but that their school has considered starting one but has not yet done so saw this question.
Table A.63 note: X = Response suppressed because of the small sample size.
X = Response suppressed because of the small sample size.
I don’t know why we haven’t pursued implementing a BTAM program: 57.8 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
I don’t know why we haven’t pursued implementing a BTAM program | 57.8
Our school safety concerns don’t justify implementing BTAM: 5.9 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
Our school safety concerns don’t justify implementing BTAM | 5.9
Funding constraints: 20.8 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
Funding constraints | 20.8
Staffing constraints: 30.9 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
Staffing constraints | 30.9
BTAM is not mandated in our state: 16.9 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
BTAM is not mandated in our state | 16.9
BTAM would not be accepted by our local community: 1.8 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
BTAM would not be accepted by our local community | 1.8
BTAM would not work well in our school culture: 0.0 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
BTAM would not work well in our school culture | 0.0
Our school staff would not support BTAM: 0.0 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
Our school staff would not support BTAM | 0.0
Other (please specify): 5.0 (weighted pct)
Sample (N = 32) · Appendix A table base (respondents answering the table question; see note for tables)
Other (please specify) | 5.0
Table A.64 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.64 note: Only respondents who said their school does not have a school- or district-leve…
Only respondents who said their school does not have a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and has not considered starting one saw this question.
If we had a violent incident in our school or district and BTAM implementation…: 52.1 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If we had a violent incident in our school or district and BTAM implementation became part of our response | 52.1
If state or local law changed and required us to implement: 60.1 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If state or local law changed and required us to implement | 60.1
If school district policy changed and required our school to implement: 58.5 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If school district policy changed and required our school to implement | 58.5
If concerns about liability for school violence were to increase: 36.3 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If concerns about liability for school violence were to increase | 36.3
If our community wanted us to adopt a BTAM program: 40.3 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If our community wanted us to adopt a BTAM program | 40.3
If other organizations we depend on (e.g., our local law enforcement department…: 34.1 (weighted pc…
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
If other organizations we depend on (e.g., our local law enforcement department) encouraged us to adopt a BTAM program | 34.1
Other (please specify): 3.7 (weighted pct)
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
Other (please specify) | 3.7
I do not think any factors would prompt my school or district to implement a BT…: 12.9 (weighted pc…
Sample (N = 47) · Principals at schools with no school- or district-level BTAM team (or equivalent), Table A.65, n = 47
I do not think any factors would prompt my school or district to implement a BTAM team | 12.9
Table A.65 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.65 note: Only respondents who said their school does not have a school- or district-leve…
Only respondents who said their school does not have a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
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