The management and support component of BTAM focuses on identifying appropriate interventions and supportive programming for students who have been assessed by the BTAM team as posing a potential risk to themselves or others.
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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).
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The goal of intervention planning is to identify the right composition of resources and supports that can prompt and sustain positive behavioral change for the student involved while also ensuring the safety of the broader school community.
cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Many BTAM models differ in the specificity of their guidance for management and support strategies, leaving schools and their safety partners to develop their own approaches.
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Sample (n = 1408 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 82 percent of schools in our survey that told us they had an official BTAM team.
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We presented principals with four options for how their BTAM team might decide on an intervention or safety plan for a student assessed as posing a risk of harm and asked them to select which statement best describes their team’s process.
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Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team has a standard set of actions that it takes for every student assessed as a potential school safety concern (16 percent).
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Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team members recommend elements to add to each intervention plan based on their professional expertise and services from their discipline (e.g., a counselor identifies the types of counseling that should be included in the plan) (33 percent).
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Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team draws on an inventory of resources available across the school and community to collaboratively choose interventions for an intervention or safety plan (28 percent).
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Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team draws on an inventory of resources and decision support tools that help guide choices among intervention options and match interventions to individual student needs (23 percent).
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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.
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