What should a teacher do if a student shows a significant shift in behavior after a placement change?

• A. Collect data, review FBA/BIP, consult with the multidisciplinary team, and adjust supports accordingly.
• B. Immediately switch the student back to the previous placement without data.
• C. Punish the student for the shift in behavior.
• D. Ignore the concerns and do nothing.

Answer: (A)

When a student’s behavior changes significantly after a placement change, the best course is to take a data-driven, collaborative approach that reevaluates why the behavior is happening and updates supports accordingly. Start by collecting detailed behavior data across various settings and times, noting what happens before the behavior (antecedents) and what follows (consequences). Review the functional behavior assessment to see whether the identified function remains the same in the new placement or if the function has shifted due to the new environment. Have the multidisciplinary team—teachers, school psychologist or behavior specialist, families, and other relevant staff—analyze the data together and decide whether the current behavior intervention plan still fits the student or needs modification. Based on that understanding, adjust supports, strategies, or environmental factors (like schedule, instructional accommodations, or preferred activities) and implement changes with fidelity, while continuing to monitor progress. This approach avoids punitive responses, avoids relying on instinct to switch placements without data, and centers on understanding and addressing the underlying needs.