The Stakes Are High
School transitions are challenging for all students. For students with behavior intervention plans, how you prepare and present behavior data can shape their experience for years to come.
Why Transitions Fail
Before discussing best practices, let us understand common transition failures:
Data Dump Problem
Sending hundreds of pages of raw data that no one reads. Receiving teams need synthesis, not volume.
Label Transfer Problem
Leading with behavior history creates bias. New staff may treat the student based on past rather than present.
What Receiving Teams Actually Need
1. Function, Not Just Form
What need does the behavior serve? A one-sentence FBA conclusion is more valuable than pages of ABC data.
2. What Actually Works
Specific, actionable interventions with evidence of effectiveness.
3. Early Warning Signs
What does escalation look like for this student? What are reliable precursor behaviors?
The Human Element
Data and documentation matter, but transitions ultimately succeed or fail based on human relationships. Your role is not just to transfer information but to transfer hope.
References
Elliott, S. N., Kratochwill, T. R., & McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39(1), 3–24. https://doi.org/10.1016/S0022-4405(00)00056-X
Schutz, P. F. (2002). Transition from secondary to postsecondary education for students with disabilities: An exploration of the phenomenon. Journal of College Reading and Learning, 33(1), 46–61. https://doi.org/10.1080/10790195.2002.10850136
U.S. Department of Education, Office for Civil Rights. (2011). Transition of students with disabilities to postsecondary education: A guide for high school educators. https://www.ed.gov/teaching-and-administration/supporting-students/transition-of-students-with-disabilities-to-postsecondary-education-a-guide-for-high-school-educators
Blue-Banning, M., Summers, J. A., Frankland, H. C., Lord Nelson, L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203
Sheridan, S. M., Smith, T. E., Kim, E. M., Beretvas, S. N., & Park, S. (2019). A meta-analysis of family-school interventions and children’s social-emotional functioning: Moderators and components of efficacy. Review of Educational Research, 89(2), 296–332. https://doi.org/10.3102/0034654318825437
Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective teacher-student relationships and students’ externalizing behavior problems: A meta-analysis. Frontiers in Psychology, 7, 1311. https://doi.org/10.3389/fpsyg.2016.01311
U.S. Department of Education. (2021). FERPA general guidance for parents and eligible students. https://studentprivacy.ed.gov/
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct behavior rating: Linking assessment, communication, and intervention. Guilford Press.
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., Christ, T. J., Briesch, A. M., Chanese, J. A. M., & Kalymon, K. M. (2013). An evaluation of the generalizability of direct behavior rating single-item scales to measure academic engagement across raters and observations. School Psychology Review, 42(4), 407–421.
Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41(3), 246–261.
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers' perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- Identify what information receiving teams actually need versus nice-to-have
- Present behavior data in context of developmental expectations
- Create student-centered transition summaries that empower rather than label
- Facilitate productive transition meetings that set students up for success
Ready to Transform Your Classroom?
See how Classroom Pulse can help you streamline behavior data collection and support student outcomes.
Download Transition Data TemplateFree for up to 3 students • No credit card required
About the Author
Dr. Sarah Mitchell consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
Related Articles
Autism-Specific Behavior Strategies: Evidence-Based Approaches for the ASD Classroom
Discover evidence-based behavior strategies designed specifically for autistic learners. Learn about sensory considerations, communication-based interventions, and how to adapt FBA practices for students on the autism spectrum.
Progress Monitoring: Using Behavior Data to Drive IEP Goal Achievement
Learn how to connect daily behavior data to annual IEP goals. Discover strategies for visual progress reporting, data-based decision making, and when to adjust goals mid-year for maximum student success.
Trauma-Informed Behavior Approaches: Reframing Challenging Behaviors Through a Healing Lens
Understand how trauma impacts student behavior and learn evidence-based approaches for supporting trauma-exposed students. Discover how to adapt FBA/BIP practices and create healing-centered classroom environments.