Schools use a variety of interventions to address underlying causes
Schools are using a variety of interventions to address underlying causes of student behavior rather than relying on a single solution.
NCIER®
Intervention Menu
145 claims on pp. 7–132 (fact 102, statement 5, evidence 2, conclusion 1, conjecture 2, definition 33).
Claims about Intervention Menu
Inventoried intervention programs: small district 34, large district 27 (%)
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Inventoried what intervention programs we had available | 34 | 27
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
BTAM models emphasize individualized responses and recommend varied intervention options
BTAM models emphasize individualized responses and recommend a variety of intervention options, such as academic or social/emotional supportive services, monitoring, counseling, and safety planning tailored to the assessed needs of the individual and the situation at hand (see, e.g., Jackson et al., 2025).
cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?
The chapter covers how schools select interventions and the options offered in school or by referral
In this chapter, we discuss how schools with official BTAM programs are approaching the behavioral threat management and support component of BTAM, reviewing responses about the decisionmaking process for selecting interventions and supports and the types of interventions schools are offering, both at the school and through referral to outside services.
cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?
BTAM teams almost universally have a variety of intervention options available
Schools’ BTAM teams almost universally have a variety of intervention options available to them when it comes to intervening with a student assessed as posing a risk of harm to themself or others.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Substance use treatment is the only option not universally available: 79 percent of schools have it
Sample (N = 1384) · Teams answering intervention/safety plan components question
The only intervention not universally available across responding schools—but still widely available—is substance use treatment; 79 percent of schools have this intervention as an available option.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
More secondary than elementary schools have substance use treatment, likely because illicit use rise
Unsurprisingly, more secondary schools have access to substance use treatment options than elementary schools, likely because the percentage of youth reporting they use any illicit substance increases with age (National Institute on Drug Abuse [NIDA], 2023).
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Virtually all schools use trusted-adult programming: 53 percent often, 42 percent sometimes, 4 perce
Sample (N = 1384) · Teams answering intervention/safety plan components question
For example, virtually all schools use programming to build trusted relationships with adults, but the frequency they use these interventions varies: 53 percent report using this often; 42 percent report sometimes; and 4 percent report rarely using it as an option.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
91 percent have the option to permanently remove students, yet 30 percent of schools never use it
Sample (N = 1384) · Teams answering intervention/safety plan components question
As an example, while 91 percent of principals indicate that their BTAM team has the option to permanently remove students from school via expulsion or relocation, 30 percent of schools report never using this option.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
47 percent of schools said their BTAM teams often refer students to mental health counseling or care
Sample (N = 1384) · Teams answering intervention/safety plan components question
For example, 47 percent of schools said their BTAM teams often refer students to mental health counseling or care.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Only 17 percent often use special education supports and 5 percent often refer to substance use trea
Sample (N = 1384) · Teams answering intervention/safety plan components question
By contrast, only 17 percent report that they often use special education supports, and 5 percent report that they often refer students to substance use treatment.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Differences in frequency are likely related to the types of cases referred to BTAM teams
These differences in frequency with which schools use specific interventions are likely related to the types of cases referred to BTAM teams—that is, incidents that involve substance use may be rarer as part of the case types referred to BTAM teams, therefore leading schools to only rarely include such treatment as part of an intervention plan.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Special education supports are only appropriate for some students, explaining only-sometimes use
Similarly, special education supports are only appropriate for some students, explaining why schools tend to report using them only sometimes as an intervention.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Safety intervention examples: daily backpack searches or changes to class schedules
Specific examples include daily backpack searches or changes to class schedules.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Intervention options vary: skill-building, trusted adults, special education, counseling, removal
As shown in Figure 9.1, these options vary and can include skill-building services, programs geared toward building relationships with trusted adults, special education supports, mental health counseling, or temporary removal from school (e.g., suspension).
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Schools use many available intervention options with some regularity
Schools use many of their available intervention options with some regularity as part of their behavioral threat management process.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
A small number of available interventions are not employed as widely as expected given availability
Our results also highlight a small number of interventions that are available to school BTAM teams but not employed as widely as expected given the availability.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
School BTAM teams use some intervention options more often than others
School BTAM teams use some intervention options more often than others.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Supports and safety interventions for the targets or victims of threats: never 1, rarely 5, sometime
Sample (N = 1384) · Teams answering intervention/safety plan components question
Supports and safety interventions for the targets or victims of threats | 1 | 5 | 39 | 55 | 1 | 99 | 99
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Programming to build relationships with trusted adults: never 1, rarely 4, sometimes 42, often 53, n
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build relationships with trusted adults | 1 | 4 | 42 | 53 | 1 | 99 | 99
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Mental health counseling or care: never 1, rarely 3, sometimes 46, often 47, no option 2, available
Sample (N = 1384) · Teams answering intervention/safety plan components question
Mental health counseling or care | 1 | 3 | 46 | 47 | 2 | 98 | 97
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Skill-building services or programs: never 2, rarely 13, sometimes 49, often 34, no option 3, availa
Sample (N = 1384) · Teams answering intervention/safety plan components question
Skill-building services or programs | 2 | 13 | 49 | 34 | 3 | 97 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Behavioral or movement controls in school: never 2, rarely 14, sometimes 51, often 31, no option 2,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral or movement controls in school | 2 | 14 | 51 | 31 | 2 | 98 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Behavioral corrections or discipline: never 2, rarely 7, sometimes 42, often 46, no option 2, availa
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral corrections or discipline | 2 | 7 | 42 | 46 | 2 | 98 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Programming to build peer relationships and engagement: never 3, rarely 18, sometimes 49, often 27,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build peer relationships and engagement | 3 | 18 | 49 | 27 | 3 | 97 | 94
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Special education or disability supports: never 3, rarely 16, sometimes 63, often 17, no option 1, a
Sample (N = 1384) · Teams answering intervention/safety plan components question
Special education or disability supports | 3 | 16 | 63 | 17 | 1 | 99 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Temporary removal from school (suspension): never 3, rarely 20, sometimes 55, often 20, no option 2,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Temporary removal from school (suspension) | 3 | 20 | 55 | 20 | 2 | 98 | 95
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Family support and intervention programming: never 4, rarely 21, sometimes 49, often 17, no option 8
Sample (N = 1384) · Teams answering intervention/safety plan components question
Family support and intervention programming | 4 | 21 | 49 | 17 | 8 | 92 | 88
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Academic or vocational programming: never 6, rarely 30, sometimes 40, often 9, no option 15, availab
Sample (N = 1384) · Teams answering intervention/safety plan components question
Academic or vocational programming | 6 | 30 | 40 | 9 | 15 | 85 | 79
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Law enforcement action or criminal justice action: never 17, rarely 37, sometimes 36, often 7, no op
Sample (N = 1384) · Teams answering intervention/safety plan components question
Law enforcement action or criminal justice action | 17 | 37 | 36 | 7 | 4 | 96 | 80
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Substance use treatment: never 18, rarely 30, sometimes 25, often 5, no option 21, available 79, use
Sample (N = 1384) · Teams answering intervention/safety plan components question
Substance use treatment | 18 | 30 | 25 | 5 | 21 | 79 | 61
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Permanent removal from school (expulsion or relocation): never 30, rarely 38, sometimes 19, often 3,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Permanent removal from school (expulsion or relocation) | 30 | 38 | 19 | 3 | 9 | 91 | 61
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Figure 9.1 note: survey question on use of options in intervention plans (n = 1,384)
NOTE: This figure depicts response data from the following survey question: “When your BTAM team intervenes with a student who is assessed as being at some risk of causing harm to themselves or others, how commonly are the following options part of the resulting intervention or safety plan?” (n = 1,384).
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Only 37 percent of schools provided free substance use treatment to students referred to BTAM
Sample (N = 1374) · Appendix A table base (respondents answering the table question; see note for tables)
Meanwhile, only 37 percent of schools provided free substance use treatment to students referred to BTAM; note that schools reported using this intervention option infrequently (as shown in Figure 9.1).
cite page 68 Ch 9: How Do BTAM Teams Develop Intervention Plans?
After each scenario the survey presented a set of possible intervention options (Table 11.2)
After presenting respondents with each scenario, the survey presented a set of possible intervention options (see Table 11.2).
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Interventions spanned warnings to parent consultation, substance use assessment and removal
The interventions spanned a variety of options, from warnings or verbal corrections of behavior to parent consultation and assessment for substance use treatment to temporary removal from school.
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Report focuses on high-level patterns in principals’ responses
In this section, we focus on high-level patterns in principals’ responses.
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Across every scenario, each displayed intervention was selected by at least half of respondents
Across every scenario, each displayed intervention was selected by at least half of our respondents.
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Warning to named targets or victims of threats and safety... | Target/victim support
Warning to named targets or victims of threats and safety planning to protect targets/victims | Target/victim support
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Parent consultation or home visit | Notification
Parent consultation or home visit | Notification
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Warning or verbal correction of behavior | Supportive discipline
Warning or verbal correction of behavior | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Disciplinary measures (e.g., in-school detention; removal... | Supportive discipline
Disciplinary measures (e.g., in-school detention; removal of privileges) | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Behavioral or movement controls (e.g., changes to arrival... | Supportive discipline
Behavioral or movement controls (e.g., changes to arrival time or passing times) | Supportive discipline
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Programming to help the student build relationships with ... | Support-focused
Programming to help the student build relationships with trusted adults (e.g., regular check-ins; adult mentoring) | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Skill-building services (e.g., social skills- or leadersh... | Support-focused
Skill-building services (e.g., social skills- or leadership skills-building program) | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Programming to help the student build peer relationships ... | Support-focused
Programming to help the student build peer relationships and engagement (e.g., friend or peer mentor groups) | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Individualized academic or vocational programming | Support-focused
Individualized academic or vocational programming | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Special education or disability supports | Support-focused
Special education or disability supports | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Mental health counseling or care | Support-focused
Mental health counseling or care | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Substance use treatment | Support-focused
Substance use treatment | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Family support and intervention programming for the stude... | Support-focused
Family support and intervention programming for the student and their family | Support-focused
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Temporary removal from school (suspension) | Restrictive
Temporary removal from school (suspension) | Restrictive
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Permanent removal from school (e.g., expulsion, transfer ... | Restrictive
Permanent removal from school (e.g., expulsion, transfer to an alternative school) | Restrictive
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Law enforcement action (for example, arrest), civil or cr... | Restrictive
Law enforcement action (for example, arrest), civil or criminal legal proceedings | Restrictive
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2 note: interventions grouped into categories based on Jackson et al., 2025
Interventions are grouped into categories based on Jackson et al., 2025.
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.3 displays the top three most commonly selected interventions for each of 16 scenarios
Figure 11.3 displays the top three most commonly selected interventions for each of our 16 scenarios.
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.3 layout: elementary Scenarios A-H, secondary I-P; top three interventions by column
Column header: Most commonly used interventions. Columns: 1st, 2nd, 3rd. Row groups (vertical labels): Elementary (Scenarios A–H), Secondary (Scenarios I–P).
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.3 legend maps eight icons to eight interventions
Assess need for or start mental health counseling or care
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario A (elementary): 1st verbal warning; 2nd parent consultation; 3rd disciplinary
Scenario A | Elementary | Warning or verbal correction of behavior | Parent consultation or home visit | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario B (elementary): 1st parent consultation; 2nd disciplinary; 3rd skill-building
Scenario B | Elementary | Parent consultation or home visit | Disciplinary measures | Skill-building services
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario C (elementary): 1st parent consultation; 2nd disciplinary; 3rd substance use
Scenario C | Elementary | Parent consultation or home visit | Disciplinary measures | Substance use treatment
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario D (elementary): 1st parent consultation; 2nd mental health; 3rd disciplinary
Scenario D | Elementary | Parent consultation or home visit | Mental health counseling or care | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario E (elementary): 1st parent consultation; 2nd mental health; 3rd trusted adults
Scenario E | Elementary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario F (elementary): 1st parent consultation; 2nd disciplinary; 3rd mental health
Scenario F | Elementary | Parent consultation or home visit | Disciplinary measures | Mental health counseling or care
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario G (elementary): 1st parent consultation; 2nd mental health; 3rd disciplinary
Scenario G | Elementary | Parent consultation or home visit | Mental health counseling or care | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario H (elementary): 1st Parent consultation; 2nd Suspension; 3rd Mental health care
Scenario H | Elementary | Parent consultation or home visit | Temporary removal from school (suspension) | Mental health counseling or care
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario I (secondary): 1st parent consultation; 2nd verbal warning; 3rd disciplinary
Scenario I | Secondary | Parent consultation or home visit | Warning or verbal correction of behavior | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario J (secondary): 1st parent consultation; 2nd disciplinary; 3rd mental health
Scenario J | Secondary | Parent consultation or home visit | Disciplinary measures | Mental health counseling or care
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario K (secondary): 1st verbal warning; 2nd parent consultation; 3rd disciplinary
Scenario K | Secondary | Warning or verbal correction of behavior | Parent consultation or home visit | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario L (secondary): 1st Parent consultation; 2nd Disciplinary measures; 3rd Suspension
Scenario L | Secondary | Parent consultation or home visit | Disciplinary measures | Temporary removal from school (suspension)
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario M (secondary): 1st disciplinary; 2nd parent consultation; 3rd mental health
Scenario M | Secondary | Disciplinary measures | Parent consultation or home visit | Mental health counseling or care
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario N (secondary): 1st parent consultation; 2nd mental health; 3rd trusted adults
Scenario N | Secondary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario O (secondary): 1st parent consultation; 2nd mental health; 3rd trusted adults
Scenario O | Secondary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.3 Scenario P (secondary): 1st Parent consultation; 2nd Suspension; 3rd Disciplinary measures
Scenario P | Secondary | Parent consultation or home visit | Temporary removal from school (suspension) | Disciplinary measures
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.3 source question asked what actions the person or group would likely take or recommend
What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Respondents selected all that apply; figure shows top three most commonly selected interventions
Respondents were instructed to select all that apply out of a list of interventions presented, and we display the top three most commonly selected interventions.
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 layout: Elementary and Secondary dot-plot panels, percentage of schools
Horizontal axis: Percentage of schools, ticks 0, 20, 40, 60, 80, 100.
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 source question: what action(s) the person or group would likely take or recommend
What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4: some response options truncated for readability; full text in Table 11.2
Some response options have also been truncated for readability.
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.5 source question: what action(s) the person or group would likely take or recommend
What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools typically use multiple interventions, raising the question of which compose the response
Because schools typically use multiple interventions to respond to an incident, this raises questions about what specific interventions tend to compose the list of actions that schools take in response to an incident.
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
16 interventions sorted into five mutually exclusive categories
We examined this question by sorting our 16 interventions into five mutually exclusive categories: (1) target/victim support, (2) supportive discipline, (3) notification, (4) support-focused, and (5) restrictive.
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Analysis examined distribution of interventions across categories, overall and by scenario
We then investigated what the distribution of interventions looks like across these categories and individually across each scenario.
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Footnote: Table 11.2 shows which interventions are in each category
Table 11.2 shows which specific interventions are included in each category.
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools use a mix of approaches in responses to all scenarios
First, schools are using a mix of approaches in their responses to all scenarios.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6 shading shows distribution of interventions across five categories
The shading shows how these interventions are distributed across our five categories.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools do not respond to some incident types with only one intervention type
That is, they are not responding to certain types of incidents with only one type of intervention and to other types of incidents with a different type of intervention.
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Schools respond to all scenarios with a mixed strategy of different intervention types
Instead, they are responding to all scenarios with a mixed strategy that employs different intervention types.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6 shows the mean number of interventions schools reported taking per scenario
interventions that schools reported taking in response to each scenario presented.
Why inferred The sentence crosses a page break: this quote is the page 88 part and the sentence begins on page 87. Full sentence (pages 87–88): “Figure 11.6 shows the mean number of interventions that schools reported taking in response to each scenario presented.”
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8 shades the percentage of schools that would include a specific option in an...
with the darkness of shading showing the percentage of schools that indicated they would include a specific option in an intervention plan.
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Figure 11.8: Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provi
Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provided
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Principals’ responses show schools use a variety of interventions addressing root causes
Principals’ responses demonstrate that schools are using a variety of interventions to address the root cause of student behaviors and treat a broad range of student needs.
Table A.16 Elementary, Warning or…: A 86.4, B 48.0, C 33.2, D 54.0, E 37.8, F 40.2, G 55.0, H 23.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Warning or verbal correction of behavior | 86.4 | 48.0 | 33.2 | 54.0 | 37.8 | 40.2 | 55.0 | 23.1
Table A.16 Elementary, Disciplinary…: A 67.7, B 78.4, C 73.5, D 59.7, E 23.9, F 78.5, G 71.3, H 69.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Disciplinary measures (for example, in-school detention; removal of privileges) | 67.7 | 78.4 | 73.5 | 59.7 | 23.9 | 78.5 | 71.3 | 69.8
Table A.16 Elementary, Parent co…: A 86.0, B 83.7, C 87.8, D 88.8, E 90.4, F 92.8, G 90.9, H 85.3
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Parent consultation or home visit | 86.0 | 83.7 | 87.8 | 88.8 | 90.4 | 92.8 | 90.9 | 85.3
Table A.16 Elementary, Warning to n…: A 5.9, B 20.4, C 19.1, D 44.0, E 24.8, F 36.8, G 46.1, H 61.7
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Warning to named targets or victims of threats and safety planning to protect targets/victims | 5.9 | 20.4 | 19.1 | 44.0 | 24.8 | 36.8 | 46.1 | 61.7
Table A.16 Elementary, Behaviora…: A 17.1, B 29.3, C 18.6, D 18.8, E 21.8, F 31.8, G 47.4, H 45.2
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Behavioral or movement controls (for example, changes to arrival time or passing times) | 17.1 | 29.3 | 18.6 | 18.8 | 21.8 | 31.8 | 47.4 | 45.2
Table A.16 Elementary, Assess nee…: A 43.0, B 50.0, C 27.6, D 59.1, E 64.6, F 63.1, G 63.3, H 51.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build relationships with trusted adults (for example, regular check-ins; adult mentoring) | 43.0 | 50.0 | 27.6 | 59.1 | 64.6 | 63.1 | 63.3 | 51.8
Table A.16 Elementary, Assess nee…: A 42.4, B 51.7, C 23.6, D 46.2, E 47.6, F 57.4, G 53.4, H 40.6
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start skill-building services (e.g., social skills- or leadership skills-building program) | 42.4 | 51.7 | 23.6 | 46.2 | 47.6 | 57.4 | 53.4 | 40.6
Table A.16 Elementary, Assess nee…: A 27.6, B 42.0, C 20.3, D 49.2, E 42.6, F 31.6, G 44.9, H 40.0
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build peer relationships and engagement (for example, friend or peer mentor groups) | 27.6 | 42.0 | 20.3 | 49.2 | 42.6 | 31.6 | 44.9 | 40.0
Table A.16 Elementary, Assess need fo…: A 11.3, B 9.4, C 2.1, D 15.4, E 7.9, F 14.9, G 4.5, H 8.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start individualized academic or vocational programming | 11.3 | 9.4 | 2.1 | 15.4 | 7.9 | 14.9 | 4.5 | 8.8
Table A.16 Elementary, Assess need…: A 22.6, B 30.7, C 3.5, D 13.0, E 7.7, F 22.8, G 14.8, H 13.5
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start special education or disability supports | 22.6 | 30.7 | 3.5 | 13.0 | 7.7 | 22.8 | 14.8 | 13.5
Table A.16 Elementary, Assess nee…: A 33.3, B 45.7, C 43.4, D 62.7, E 77.1, F 65.1, G 71.7, H 70.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start mental health counseling or care | 33.3 | 45.7 | 43.4 | 62.7 | 77.1 | 65.1 | 71.7 | 70.1
Table A.16 Elementary, Assess need for…: A 2.2, B 2.8, C 71.3, D 4.7, E 4.0, F 4.8, G 0.8, H 4.2
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start substance use treatment | 2.2 | 2.8 | 71.3 | 4.7 | 4.0 | 4.8 | 0.8 | 4.2
Table A.16 Elementary, Assess nee…: A 14.3, B 26.9, C 39.6, D 27.5, E 52.0, F 40.7, G 46.3, H 45.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start family support and intervention programming for the student and their family | 14.3 | 26.9 | 39.6 | 27.5 | 52.0 | 40.7 | 46.3 | 45.8
Table A.16 Elementary, Temporary…: A 11.3, B 29.7, C 31.7, D 20.8, E 15.6, F 44.9, G 29.5, H 70.4
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Temporary removal from school (suspension) | 11.3 | 29.7 | 31.7 | 20.8 | 15.6 | 44.9 | 29.5 | 70.4
Table A.16 Elementary, Law enforcemen…: A 3.0, B 3.1, C 15.2, D 3.5, E 9.1, F 22.4, G 17.5, H 41.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Law enforcement action (for example, arrest), civil or criminal legal proceedings | 3.0 | 3.1 | 15.2 | 3.5 | 9.1 | 22.4 | 17.5 | 41.1
Table A.16 Elementary, Permanent removal…: A 1.6, B 2.2, C 1.0, D 2.5, E 0.0, F 6.8, G 5.0, H 15.0
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Permanent removal from school (expulsion, transfer to an alternative school) | 1.6 | 2.2 | 1.0 | 2.5 | 0.0 | 6.8 | 5.0 | 15.0
Table A.16 Elementary: N by scenario: A 351, B 335, C 131, D 148, E 136, F 137, G 133, H 686
N | 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686
Table A.17 Secondary, Warning or…: I 72.5, J 25.5, K 85.5, L 34.9, M 41.7, N 32.5, O 15.4, P 18.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Warning or verbal correction of behavior | 72.5 | 25.5 | 85.5 | 34.9 | 41.7 | 32.5 | 15.4 | 18.8
Table A.17 Secondary, Disciplinary…: I 59.8, J 79.1, K 52.9, L 74.6, M 87.3, N 32.3, O 36.0, P 67.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Disciplinary measures (for example, in-school detention; removal of privileges) | 59.8 | 79.1 | 52.9 | 74.6 | 87.3 | 32.3 | 36.0 | 67.7
Table A.17 Secondary, Parent consul…: I 83.4, J 92.1, K 67.1, L 80.7, M 87.1, N 89.4, O 88.1, P 87.5
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Parent consultation or home visit | 83.4 | 92.1 | 67.1 | 80.7 | 87.1 | 89.4 | 88.1 | 87.5
Table A.17 Secondary, Warning to named…: I 7.3, J 9.8, K 18.1, L 9.5, M 13.1, N 24.1, O 46.8, P 57.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Warning to named targets or victims of threats and safety planning to protect targets/victims | 7.3 | 9.8 | 18.1 | 9.5 | 13.1 | 24.1 | 46.8 | 57.7
Table A.17 Secondary, Behavioral or…: I 11.2, J 34.2, K 18.1, L 11.6, M 26.8, N 28.6, O 34.9, P 56.3
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Behavioral or movement controls (for example, changes to arrival time or passing times) | 11.2 | 34.2 | 18.1 | 11.6 | 26.8 | 28.6 | 34.9 | 56.3
Table A.17 Secondary, Assess nee…: I 30.3, J 47.3, K 24.4, L 16.5, M 48.4, N 61.1, O 58.3, P 44.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build relationships with trusted adults (for example, regular check-ins; adult mentoring) | 30.3 | 47.3 | 24.4 | 16.5 | 48.4 | 61.1 | 58.3 | 44.0
Table A.17 Secondary, Assess nee…: I 25.8, J 25.8, K 18.7, L 12.2, M 36.1, N 44.2, O 33.4, P 31.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start skill-building services (e.g., social skills- or leadership skills-building program) | 25.8 | 25.8 | 18.7 | 12.2 | 36.1 | 44.2 | 33.4 | 31.0
Table A.17 Secondary, Assess nee…: I 16.4, J 21.3, K 23.1, L 12.4, M 20.4, N 46.4, O 31.5, P 32.4
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build peer relationships and engagement (for example, friend or peer mentor groups) | 16.4 | 21.3 | 23.1 | 12.4 | 20.4 | 46.4 | 31.5 | 32.4
Table A.17 Secondary, Assess need for or…: I 37.2, J 9.9, K 2.2, L 1.8, M 8.3, N 11.5, O 12.0, P 8.2
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start individualized academic or vocational programming | 37.2 | 9.9 | 2.2 | 1.8 | 8.3 | 11.5 | 12.0 | 8.2
Table A.17 Secondary, Assess need for…: I 33.7, J 8.0, K 2.3, L 3.7, M 29.2, N 13.9, O 14.2, P 12.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start special education or disability supports | 33.7 | 8.0 | 2.3 | 3.7 | 29.2 | 13.9 | 14.2 | 12.7
Table A.17 Secondary, Assess nee…: I 21.4, J 68.1, K 18.2, L 20.8, M 56.1, N 81.9, O 70.6, P 61.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start mental health counseling or care | 21.4 | 68.1 | 18.2 | 20.8 | 56.1 | 81.9 | 70.6 | 61.8
Table A.17 Secondary, Assess need for…: I 4.1, J 68.1, K 2.0, L 4.6, M 6.5, N 13.4, O 16.0, P 8.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start substance use treatment | 4.1 | 68.1 | 2.0 | 4.6 | 6.5 | 13.4 | 16.0 | 8.8
Table A.17 Secondary, Assess need fo…: I 12.3, J 40.9, K 4.5, L 12.3, M 27.3, N 49.6, O 46.0, P 37.6
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start family support and intervention programming for the student and their family | 12.3 | 40.9 | 4.5 | 12.3 | 27.3 | 49.6 | 46.0 | 37.6
Table A.17 Secondary, Temporary rem…: I 7.9, J 60.3, K 9.2, L 56.1, M 48.0, N 26.6, O 51.7, P 72.9
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Temporary removal from school (suspension) | 7.9 | 60.3 | 9.2 | 56.1 | 48.0 | 26.6 | 51.7 | 72.9
Table A.17 Secondary, Law enforcemen…: I 4.7, J 32.4, K 3.8, L 26.4, M 12.8, N 25.4, O 51.7, P 52.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Law enforcement action (for example, arrest), civil or criminal legal proceedings | 4.7 | 32.4 | 3.8 | 26.4 | 12.8 | 25.4 | 51.7 | 52.7
Table A.17 Secondary, Permanent rem…: I 3.0, J 12.2, K 3.3, L 11.1, M 8.2, N 12.0, O 23.9, P 18.6
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Permanent removal from school (expulsion, transfer to an alternative school) | 3.0 | 12.2 | 3.3 | 11.1 | 8.2 | 12.0 | 23.9 | 18.6
Table A.17 Secondary: N by scenario: I 734, J 139, K 128, L 103, M 134, N 126, O 105, P 733
N | 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733
A.40 Behav…: 1.7 (N/A; no option), 2.3 (never use), 7.3 (rarely use), 42.2 (sometimes use), 46.5 (of
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral corrections or discipline (for example, detention, removal of privileges) | 1.7 | 2.3 | 7.3 | 42.2 | 46.5
A.40 Suppo…: 0.7 (N/A; no option), 0.6 (never use), 4.6 (rarely use), 39.3 (sometimes use), 54.9 (of
Sample (N = 1384) · Teams answering intervention/safety plan components question
Supports and safety interventions for the targets or victims of threats (for example, class changes, other protective measures) | 0.7 | 0.6 | 4.6 | 39.3 | 54.9
A.40 Behav…: 2.2 (N/A; no option), 1.9 (never use), 13.9 (rarely use), 51.4 (sometimes use), 30.7 (o
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral or movement controls in school (for example, changes to arrival or passing times) | 2.2 | 1.9 | 13.9 | 51.4 | 30.7
A.40 Progr…: 0.5 (N/A; no option), 0.8 (never use), 3.9 (rarely use), 41.8 (sometimes use), 52.9 (of
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build relationships with trusted adults (for example, regular check-ins, adult mentoring) | 0.5 | 0.8 | 3.9 | 41.8 | 52.9
A.40 Skill…: 2.5 (N/A; no option), 1.6 (never use), 12.8 (rarely use), 49.4 (sometimes use), 33.7 (o
Sample (N = 1384) · Teams answering intervention/safety plan components question
Skill-building services or programs (for example, social skills or life-skills programming, leadership development) | 2.5 | 1.6 | 12.8 | 49.4 | 33.7
A.40 Progr…: 3.2 (N/A; no option), 2.9 (never use), 18.1 (rarely use), 49.1 (sometimes use), 26.7 (o
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build peer relationships and engagement (for example, peer mentor groups) | 3.2 | 2.9 | 18.1 | 49.1 | 26.7
A.40 Acade…: 15.2 (N/A; no option), 6.2 (never use), 30.0 (rarely use), 39.6 (sometimes use), 8.9 (o
Sample (N = 1384) · Teams answering intervention/safety plan components question
Academic or vocational programming | 15.2 | 6.2 | 30.0 | 39.6 | 8.9
A.40 Speci…: 1.2 (N/A; no option), 2.9 (never use), 16.5 (rarely use), 62.9 (sometimes use), 16.6 (o
Sample (N = 1384) · Teams answering intervention/safety plan components question
Special education or disability supports | 1.2 | 2.9 | 16.5 | 62.9 | 16.6
A.40 Mental health counseling or care: 1.9 / 1.0 / 3.5 / 46.5 / 47.1
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Mental health counseling or care | 1.9 | 1.0 | 3.5 | 46.5 | 47.1
A.40 Substance use treatment: 21.3 / 18.0 / 29.8 / 25.4 / 5.5
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Substance use treatment | 21.3 | 18.0 | 29.8 | 25.4 | 5.5
A.40 Family support and intervention programming: 8.2 / 4.2 / 21.5 / 49.5 / 16.7
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Family support and intervention programming | 8.2 | 4.2 | 21.5 | 49.5 | 16.7
A.40 Temporary removal from school (suspension): 1.8 / 3.3 / 20.2 / 55.0 / 19.6
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Temporary removal from school (suspension) | 1.8 | 3.3 | 20.2 | 55.0 | 19.6
A.40 Law enforcement action (for example, arrest) or criminal jus...: 3.7 / 16.6 / 36.8 / 36.0 / 6.8
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Law enforcement action (for example, arrest) or criminal justice action | 3.7 | 16.6 | 36.8 | 36.0 | 6.8
A.40 Permanent removal from school (expulsion or relocation): 9.5 / 29.7 / 38.4 / 19.2 / 3.2
Sample (N = 1384) · Principals at schools with a school- or district-level BTAM team answering Table A.40 (intervention/safety plan components)
Permanent removal from school (expulsion or relocation) | 9.5 | 29.7 | 38.4 | 19.2 | 3.2
Table A.40 note: Only respondents who said their school has a school- or district-level BTAM team...
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
Table A.40 note: Table only includes data from respondents who said their school has a school- or...
Table only includes data from respondents who said their school has a school- or district-level BTAM team, not respondents who said they have an alternative team that performs BTAM-like functions.
Table A.40 note: Rows may not sum to 100 percent because of rounding.
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Rows may not sum to 100 percent because of rounding.
A.41 Mental health counseling or care: 74.2 / 75.1
Sample (N = 1601 | 1374 by column) · Table A.41 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Mental health counseling or care | 74.2 | 75.1
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