Report page 55

Best practice for violence prevention: other states 61, encouraged 59, early legislation 58 (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

Behavioral assessment and management is a best practice for violence prevention | 61 | 59 | 58

• Adoption Reasons

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Required by state or local law: other states 13, encouraged 45*, early legislation 53* (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

We were required to by state or local law | 13 | 45* | 53*

• Adoption Reasons
• State Policy Mandates

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Required by district policy: other states 28, encouraged 41, early legislation 48* (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

We were required to by school district policy | 28 | 41 | 48*

• Adoption Reasons
• Policy

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Liability concerns: other states 11, encouraged states 16, early legislation states 9 (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

We had concerns about being held liable in cases of school violence | 11 | 16 | 9

• Adoption Reasons

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Other organizations encouraged adoption: other states 8, encouraged 10, early legislation 8 (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

Other organizations we depend on (e.g., our local law enforcement department) encouraged us to adopt a BTAM program | 8 | 10 | 8

• Adoption Reasons
• Law Enforcement

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

School community wanted BTAM: other states 8, encouraged states 9, early legislation states 3 (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

Our school community wanted us to have a BTAM program | 8 | 9 | 3

• Adoption Reasons

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Violent incident response: other states 9, encouraged states 6, early legislation states 4 (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

We had a violent incident in our school or district and we implemented the program as part of our response | 9 | 6 | 4

• Adoption Reasons

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.1 note: main-drivers question (n = 452), select up to three

Sample (N = 452) · Principals answering the implementation drivers question

This figure depicts response data from the following survey question: “What were the main drivers for the implementation of your BTAM program?” (n = 452). Respondents were instructed to select up to three responses.

• Adoption Reasons
• Survey Methodology

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.1 note: Other 7 percent, Don’t know 3 percent, None of these 2 percent

Sample (N = 452) · Principals answering the implementation drivers question

Respondents were also given an “Other” option, selected by 7 percent of respondents; a “Don’t know” option, selected by 3 percent of respondents; and a “None of these were main drivers” option, selected by 2 percent of respondents.

• Adoption Reasons
• Survey Methodology

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.1 includes only respondents with a team and model present at initial implementation

Includes only those who said their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “Other” model, or a locally created one; and that they were around for the initial implementation of this model.

• Adoption Reasons
• Sample

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.1 asterisk marks a statistically significant difference from other states

An asterisk (*) indicates that the percentage of schools in states that had early legislation or in states that encouraged BTAM use is statistically significantly different from the percentage of schools in other states.

• State Policy Mandates
• Subgroup Differences

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

State policy is not the determining factor in BTAM uptake by schools

The fact that BTAM programs are still very common even in those states where adoption of BTAM was neither mandated nor encouraged in 2019 further highlights the finding that state policy is not the determining factor in uptake of BTAM by schools.

• Adoption Reasons
• State Policy Mandates

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Schools or districts likely made a decision about whether and which BTAM model to adopt

Before formally adopting a BTAM model, it is likely that schools (or districts) engaged in a decisionmaking process about whether to do so and, having decided to move forward, about which specific model to adopt.

• Pre Implementation Planning

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Principals were given a list of planning actions drawn from the literature on implementation

Drawing on the published literature describing how schools plan and prepare for the implementation of new programs, and the types of activities that are recommended as part of implementation efforts, we provided principals with a list of actions their school or district administrators may have taken as part of this process

• Pre Implementation Planning
• Survey Methodology

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?