Even in the most severe scenarios, supportive interventions were the largest share of responses
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
NCIER®
Response Support Focused
47 claims on pp. 7–109 (fact 35, statement 1, conclusion 1, conjecture 2, definition 8).
Claims about Response Support Focused
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
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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
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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
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Table 11.2: Individualized academic or vocational programming | Support-focused
Individualized academic or vocational programming | Support-focused
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Table 11.2: Special education or disability supports | Support-focused
Special education or disability supports | Support-focused
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Table 11.2: Mental health counseling or care | Support-focused
Mental health counseling or care | Support-focused
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Table 11.2: Substance use treatment | Support-focused
Substance use treatment | Support-focused
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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
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Mental health counseling or care was a top intervention choice across most scenarios
Similarly, assessing the need for or starting mental health counseling and care was a top intervention choice for principals across most scenarios.
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Schools appear focused on supportive rather than restrictive interventions as most frequent steps
Third, schools appear to be focused on more supportive interventions, as opposed to restrictive measures, including exclusionary discipline, at least as the most frequently chosen steps in responding to incidents.
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Schools answer low-level incidents with support-focused options, reserve restrictive ones for severe
Schools are responding to low-level incidents with support-focused intervention options and reserving restrictive practices for more severe incidents.
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Fig 11.4 Elementary, Programming to build relationships with : Scn A 43; Scn H 52
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Programming to build relationships with trusted adults | 43 | 52
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Fig 11.4 Elementary, skill-building services: low-severity (A) unlabeled; high-severity (H) 41
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Skill-building services | [unlabeled] | 41
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Fig 11.4 Elementary, Programming to build peer relationships: Scn A 28; Scn H 40
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Programming to build peer relationships | 28 | 40
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Fig 11.4 Elementary, Individualized academic or vocational pr: Scn A unlabeled; Scn H 9
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Individualized academic or vocational programming | [unlabeled] | 9
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Fig 11.4 Elementary, Special education or disability supports: Scn A 23; Scn H 13
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Special education or disability supports | 23 | 13
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Fig 11.4 Elementary, mental health counseling or care: low-severity (A) 33; high-severity (H) 70
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Mental health counseling or care | 33 | 70
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Fig 11.4 Elementary, substance use treatment: low-severity (A) unlabeled; high-severity (H) 4
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Substance use treatment | [unlabeled] | 4
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Fig 11.4 Elementary, Family support and intervention programm: Scn A 14; Scn H 46
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Family support and intervention programming | 14 | 46
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Fig 11.4 Secondary, Programming to build relationships with : Scn I 30; Scn P 44
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Programming to build relationships with trusted adults | 30 | 44
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Fig 11.4 Secondary, Skill-building services: low-severity (Scn I) 26; high-severity (Scn P) 31
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Skill-building services | 26 | 31
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Fig 11.4 Secondary, programming for peer relationships: low-severity (I) 16; high-severity (P) 32
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Programming to build peer relationships | 16 | 32
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Fig 11.4 Secondary, Individualized academic or vocational pr: Scn I 37; Scn P 8
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Individualized academic or vocational programming | 37 | 8
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Fig 11.4 Secondary, Special education or disability supports: Scn I 34; Scn P 13
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Special education or disability supports | 34 | 13
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Fig 11.4 Secondary, mental health counseling or care: low-severity (I) 21; high-severity (P) 62
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Mental health counseling or care | 21 | 62
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Fig 11.4 Secondary, Substance use treatment: low-severity (Scn I) 4; high-severity (Scn P) 9
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Substance use treatment | 4 | 9
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Fig 11.4 Secondary, Family support and intervention programm: Scn I 12; Scn P 38
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Family support and intervention programming | 12 | 38
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Analysis allows weighing support-focused against restrictive options across scenarios
This analysis allows one to consider the balance of interventions (e.g., between support-focused and restrictive options) and how that balance might differ across scenarios.
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Average elementary school Scenario H: one target/victim support, one supportive discipline, one...
That is, the average elementary school would take one intervention focused on target/victim support, one intervention focused on supportive discipline, one intervention focused on notification, one restrictive intervention, and three support-focused interventions.
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Share of support-focused interventions remains large across all scenarios
Second, the share of support-focused interventions remains large across all scenarios.
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Even medium- and high-severity scenarios include a significant share of support-focused...
even for medium- and high-severity scenarios, a significant share of the intervention plans designed for at-risk students includes support-focused interventions.
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Support-focused share exceeds supportive discipline and restrictive shares for nearly all scenarios
The share of support-focused interventions exceeds the share of supportive discipline and restrictive interventions for nearly all scenarios.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Footnote on support-focused share: support-focused share partly reflects more support-focused...
In some ways, this is a function of the data because we presented respondents with more support-focused interventions than interventions in any other category and they therefore had more such options to choose from.
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Footnote on support-focused share: authors expect respondents would not select options their...
Nevertheless, our expectation is that if their schools did not have or use the options presented, respondents would not have selected them.
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Across all scenarios each set of interventions consistently includes a strong support component...
Across the full spectrum of scenarios, however, each set of interventions consistently includes a strong support component (Figure 11.6).
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Support-focused strategies are a component of almost all plans; restrictive options lightly...
These simultaneously depict the importance of support-focused strategies as a component of almost all intervention plans (notably mental health counseling and care across many scenarios) and the relatively light weighting assigned to all restrictive intervention options with the exception of temporary school suspensions.
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Figure 11.8, Programming to build relationships with trusted adults (Support-focused): cell values f
Programming to build relationships with trusted adults | [unlabeled] | [unlabeled]
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Figure 11.8, Skill-building services (Support-focused): cell values for Scenarios A-P shown only by
Skill-building services | [unlabeled] | [unlabeled]
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Figure 11.8, Programming to build peer relationships (Support-focused): cell values for Scenarios A-
Programming to build peer relationships | [unlabeled] | [unlabeled]
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Figure 11.8, Individualized academic or vocational programming (Support-focused): cell values for Sc
Individualized academic or vocational programming | [unlabeled] | [unlabeled]
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Figure 11.8, Special education or disability supports (Support-focused): cell values for Scenarios A
Special education or disability supports | [unlabeled] | [unlabeled]
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Figure 11.8, Mental health counseling or care (Support-focused): cell values for Scenarios A-P shown
Mental health counseling or care | [unlabeled] | [unlabeled]
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Figure 11.8, Substance use treatment (Support-focused): cell values for Scenarios A-P shown only by
Substance use treatment | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Family support and intervention programming (Support-focused): cell values for Scenario
Family support and intervention programming | [unlabeled] | [unlabeled]
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Discussion: schools prioritize counseling, trusted relationships, skill-building over restriction
Survey results show that schools prioritize interventions, such as counseling with mental health professionals, building trusted relationships with adults, and skill-building services over restrictive measures.
Discussion: even in the most severe scenarios, supportive interventions were the largest share
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
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