43 claims on pp. 7–110 (fact 29, statement 2, conclusion 7, conjecture 4, definition 1).
Most schools are incorporating individualized interventions into plans developed as part of the threat management process, tailoring supports to meet the specific needs and circumstances of students.
Scenario-based responses show that interventions are matched to the complexity of each case.
This individualized approach is appropriate for the diverse needs seen in BTAM cases.
BTAM teams using a standard set of actions for every student they assess (our first response option) is counter to this goal.
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The other three responses described programs that customized intervention planning in different ways and reflected increasingly robust implementation of BTAM practices.
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The most robust approach/option supplements the intervention inventory with structured decision support tools that help teams select interventions tailored to the student’s needs.
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confidence that schools are scaling their interventions to the types and severity of incidents under the purview of their BTAM teams.
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The interventions and supports assigned by BTAM teams in response to concerning behavior should be tailored to the specific needs of a student identified by a team as posing a risk of harm to self or others.
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Not all interventions are appropriate for every incident.
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For example, we might expect a BTAM team to only recommend substance use treatment in cases in which they know or suspect that a student is using or abusing alcohol or drugs.
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Across every scenario, each displayed intervention was selected by at least half of our respondents.
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Scenario A | Elementary | Warning or verbal correction of behavior | Parent consultation or home visit | Disciplinary measures
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Scenario B | Elementary | Parent consultation or home visit | Disciplinary measures | Skill-building services
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Scenario C | Elementary | Parent consultation or home visit | Disciplinary measures | Substance use treatment
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Scenario D | Elementary | Parent consultation or home visit | Mental health counseling or care | Disciplinary measures
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Scenario E | Elementary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
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Scenario F | Elementary | Parent consultation or home visit | Disciplinary measures | Mental health counseling or care
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Scenario G | Elementary | Parent consultation or home visit | Mental health counseling or care | Disciplinary measures
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Scenario H | Elementary | Parent consultation or home visit | Temporary removal from school (suspension) | Mental health counseling or care
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Scenario I | Secondary | Parent consultation or home visit | Warning or verbal correction of behavior | Disciplinary measures
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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?
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?
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?
Scenario M | Secondary | Disciplinary measures | Parent consultation or home visit | Mental health counseling or care
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Scenario N | Secondary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
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Scenario O | Secondary | Parent consultation or home visit | Mental health counseling or care | Programming for relationships with trusted adults
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Scenario P | Secondary | Parent consultation or home visit | Temporary removal from school (suspension) | Disciplinary measures
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selected by large majorities of respondents (keeping in mind that principals could—and would be expected to—select multiple interventions that could be part of a holistic intervention plan in response to a particular incident).
Why inferred The sentence crosses a page break: this quote is the page 82 part and the sentence begins on page 81. Full sentence (pages 81–82): “Many were selected by large majorities of respondents (keeping in mind that principals could—and would be expected to—select multiple interventions that could be part of a holistic intervention plan in response to a particular incident).”
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Second, despite some commonalities in the most frequently chosen options, there is clear evidence that schools selected different intervention options based on the specific information presented in the scenario.
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For example, in Scenario C (physical altercation, suspected substance use), principals report that they would respond in part by assessing the need for or starting substance use treatment.
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In Scenario E (violence fixation, history of academic issues, withdrawal or depression, concerning home context), principals indicated they would assess the need for or start programming to help the student build relationships with trusted adults (for example, through regular check-ins or adult mentoring programs).
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Broadly, these patterns suggest that schools are tailoring interventions and supports based on specific information about the student and the incident.
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Our data also show that schools respond differently to more-severe incidents than they do to lower-level ones, as shown in Figure 11.4.
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Altogether, these findings suggest that there is widespread agreement over how to respond to the lowest-level and most severe incidents and that schools are delineating in their responses to low-level versus severe incidents.
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The fact that principals did not report that their schools would respond to every incident with all 16 interventions provides further evidence that schools are tailoring their interventions to the specifics of indi-
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In other words, even though we know schools have many options available to them (see Figure 9.1), schools are not blindly responding to all scenarios by throwing all available tools at any particular case.
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First, schools are using a mix of approaches in their responses to all scenarios.
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However, the composition of interventions changes to some degree as incidents become more severe, though not overwhelmingly.
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Principals selected different intervention options based on the nature of the scenario (Figure 11.3)
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As situations move from relatively low risk to much more serious, they selected very different responses (Figure 11.4).
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Most schools are incorporating individualized interventions into plans developed as part of the threat management process, often tailoring supports to meet the specific needs and circumstances of students.
Responses to scenario-based questions in particular reveal that schools are not overly relying on any single intervention to address student needs, which is appropriate for the types of complex cases often referred to BTAM teams.
Although most teams emphasize individualized interventions tailored to student needs, there are wide differences in how teams structure their decisionmaking, draw on inventory resources, and use decision support tools.
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