Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Kathleen Marshall
Abstract
School personnel utilize the BTAM process to investigate threats of violence made by students through identifying, assessing, and managing potentially dangerous situations. This process is not intended to be disciplinary in nature, and previous studies conducted have shown that when a BTAM model is implemented, students who make threats toward others receive fewer suspensions or other types of removal as a result of the threat; however data on threat assessment outcomes has not been conducted in South Carolina. The purpose of this study was to examine administrators' knowledge and perceptions of BTAM models and perceptions of discipline outcomes for students with disabilities who engage in threatening behavior that requires a completed threat assessment screening protocol. Participants included 130 K-12 school administrators from public school districts in South Carolina who completed an online survey. The results showed that nearly all the participants use a BTAM model, and the state guidelines are most commonly used in their schools. There was a statistically significant association between the use of the state model and disagreement that students who engage in threatening behavior should be suspended from school as a result of the incident. The training provided on the BTAM models used by participants was most commonly delivered through direct instruction with scenario-based activities, which aligns with the BTAM literature. The majority of participants reported that their training included information regarding the differences between threat assessment and disciplinary procedures; however, only half reported receiving training addressing bias, discrimination, or how to assess threats made by students with disabilities. The results showed a significant link between the type of BTAM training received and the perception of disciplinary decisions. Administrators who received direct instruction with scenario-based training were less likely to support suspension for moderate or high threats.
Rights
© 2025, Natasha Lynn McDonald
Recommended Citation
McDonald, N. L.(2025). The Use of Threat Assessment Protocols in K-12 Schools on Disciplinary Outcomes for Students with Disabilities. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8500