Figure 11.4 layout: Elementary and Secondary dot-plot panels, percentage of schools
Horizontal axis: Percentage of schools, ticks 0, 20, 40, 60, 80, 100.
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Figure 11.4 legend: low-severity Scenario A, high-severity H (elementary); I and P (secondary)
Legend, Elementary panel: Low-severity incident (Scenario A) (blue diamond); High-severity incident (Scenario H) (orange diamond).
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Fig 11.4 Elementary, Parent consultation or home visit: Scn A 85 (overlap); Scn H 85 (overlap)
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Notification | Parent consultation or home visit | 85 [markers overlap; single label 85] | 85 [markers overlap; single label 85]
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Fig 11.4 Elementary, Warning to named targets or victims of t: Scn A 6; Scn H 62
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Target/victim support | Warning to named targets or victims of threats | 6 | 62
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Fig 11.4 Elementary, Warning or verbal correction of behavior: Scn A 86; Scn H 23
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Warning or verbal correction of behavior | 86 | 23
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Fig 11.4 Elementary, Disciplinary measures: low-severity (Scn A) unlabeled; high-severity (Scn H) 70
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Disciplinary measures | [unlabeled] | 70
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Fig 11.4 Elementary, behavioral or movement controls: low-severity (A) 17; high-severity (H) 45
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Behavioral or movement controls | 17 | 45
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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 Elementary, temporary removal from school: low-severity (A) 11; high-severity (H) 70
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Temporary removal from school | 11 | 70
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Fig 11.4 Elementary, Permanent removal from school: low-severity (Scn A) 2; high-severity (Scn H) 15
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Permanent removal from school | 2 | 15
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Fig 11.4 Elementary, Law enforcement action: low-severity (Scn A) 3; high-severity (Scn H) 41
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Law enforcement action | 3 | 41
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Fig 11.4 Secondary, parent consultation or home visit: low-severity (I) 83; high-severity (P) 88
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Notification | Parent consultation or home visit | 83 | 88
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Fig 11.4 Secondary, Warning to named targets or victims of t: Scn I 7; Scn P 58
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Target/victim support | Warning to named targets or victims of threats | 7 | 58
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Fig 11.4 Secondary, Warning or verbal correction of behavior: Scn I 72; Scn P 19
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Warning or verbal correction of behavior | 72 | 19
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Fig 11.4 Secondary, Disciplinary measures: low-severity (Scn I) 60; high-severity (Scn P) 68
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Disciplinary measures | 60 | 68
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Fig 11.4 Secondary, behavioral or movement controls: low-severity (I) 11; high-severity (P) 56
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Behavioral or movement controls | 11 | 56
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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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Fig 11.4 Secondary, Temporary removal from school: low-severity (Scn I) 8; high-severity (Scn P) 73
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Temporary removal from school | 8 | 73
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Fig 11.4 Secondary, Permanent removal from school: low-severity (Scn I) 3; high-severity (Scn P) 19
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Permanent removal from school | 3 | 19
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Fig 11.4 Secondary, Law enforcement action: low-severity (Scn I) 5; high-severity (Scn P) 53
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Law enforcement action | 5 | 53
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Figure 11.4 source question: what action(s) the person or group would likely take or recommend
What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
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Figure 11.4 n = 1,085 observations low-severity; n = 1,419 high-severity
(n = 1,085 observations for low-severity scenarios and n = 1,419 for high-severity scenarios)
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Figure 11.4: respondents selected all that apply
Respondents were instructed to select all that apply.
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Figure 11.4 includes only schools with a school- or district-level BTAM team
Includes only those who said their school has a school- or district-level BTAM team.
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Figure 11.4: some data labels removed for readability
Some data labels have been removed for readability.
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Figure 11.4: some response options truncated for readability; full text in Table 11.2
Some response options have also been truncated for readability.
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