7 claims on pp. 33–92 (fact 3, conclusion 1, conjecture 2, definition 1).
For example, a school might conclude that its BTAM program is not serving a specific population of students effectively: An example of such a situation could be students in special education programs being assessed as posing significantly different levels of threat compared with general education students exhibiting similar concerning behavior.
In this case, a school might determine that changes need to be made to their threat assessment process, for instance, by adding a special education professional to the BTAM team; collecting additional data to support assessments; or creating new decision aids that can help the BTAM team be more consistent, fair, and effective across all referred cases.
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?
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?
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?
Last school year, the family declined staff suggestions that the student might benefit from supports for neurodiverse learners.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Special education or disability supports | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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