Scenario Disruptive Behavior

Scenario I vignette: repeatedly disruptive in biology class, struggling with material

Scenario I: A student is repeatedly disruptive in their biology class, talking with other students or playing on their phone. Though in a course normally taken by students one grade below theirs, the student still appears to be struggling with the material. The teacher has made attempts to correct or redirect the behavior but has been unsuccessful and reached a point where frustration is affecting the entire class.

• Scenario Design
• Scenario Disruptive Behavior

cite page 77 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Under 1 percent of principals named BTAM team initial decisionmaker in Scenario I

Sample (n = 734 of 734) · Scenario I respondents (observations)

Less than 1 percent of principals identified the school BTAM team as the party making the initial decision about how to respond to behavior depicted in Scenario I (history of misbehavior and academic issues), our lowest-level scenario for secondary schools.

• Initial Decisionmaker
• Scenario Disruptive Behavior

cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Low end (Scenarios A, I, K): teacher-handled class disruption or athletic-activity fight

At the low end of the spectrum are situations that might simply be dealt with by a teacher (Scenarios A, I, and K). These scenarios involved disruptive student behavior during class (e.g., interrupting lessons by talking with other students) or a fight between two students during an athletic activity.

• Scenario Disruptive Behavior
• Scope Severity Focus

cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario A vignette: repeated class disruption, wandering and shouting for attention

Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention. The student does not respond to multiple teacher requests to stop their behavior.

• Scenario Design
• Scenario Disruptive Behavior

cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario A vignette: repeatedly disruptive student wanders, interrupts and shouts

Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention.

• Scenario Design
• Scenario Disruptive Behavior

cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario A: student does not respond to multiple teacher requests to stop

The student does not respond to multiple teacher requests to stop their behavior.

• Scenario Design
• Scenario Disruptive Behavior

cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario I vignette: repeatedly disruptive in biology class, talking and on phone

Scenario I: A student is repeatedly disruptive in their biology class, talking with other students or playing on their phone.

• Scenario Design
• Scenario Disruptive Behavior

cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario I: student in course normally taken one grade below appears to struggle

Though in a course normally taken by students one grade below theirs, the student still appears to be struggling with the material.

• Scenario Design
• Scenario Disruptive Behavior

cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario I: teacher’s attempts to redirect unsuccessful; frustration affecting whole class

The teacher has made attempts to correct or redirect the behavior but has been unsuccessful, and reached a point where frustration is affecting the entire class.

• Scenario Design
• Scenario Disruptive Behavior

cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Scenario B vignette: regularly disruptive, teachers do not consider behavior threatening

Scenario B: A student regularly engages in disruptive behavior during class, but the student’s teachers do not consider the student’s behavior threatening.

• Scenario Design
• Scenario Disruptive Behavior

cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?