| name | behavior-intervention-plan |
| description | Build a tiered classroom behavior intervention plan (BIP) for a K-12 student, grounded in the function of the behavior. Use when asked to plan a behavior intervention, address a disruptive or off-task pattern, write a BIP, or set up positive behavior supports. Produces a function hypothesis, prevention/antecedent strategies, teaching of a replacement behavior, a response plan for when it happens, and a simple data-tracking method — positive and skill-building, not punitive. |
| homepage | https://mohitagw15856.github.io/pm-claude-skills/skill/behavior-intervention-plan.html |
| metadata | {"openclaw":{"emoji":"🧠"}} |
Behavior Intervention Plan Skill
Behavior is communication — a plan that only punishes the behavior without addressing its function just teaches the student to do it more quietly. This skill builds a plan around what the behavior gets the student (attention, escape, sensory, control), then prevents the trigger, teaches a better way to meet that need, and responds consistently.
Working from a brief
Given the behavior and context, write the full plan — hypothesize the function from the pattern (when/where it happens, what usually precedes and follows). Keep it positive-first and teachable; flag anything that needs a formal FBA or specialist.
Required Inputs
Ask for (if not provided, else infer and label):
- Grade and the specific behavior (observable — what it looks like, not "disrespectful")
- When/where it happens and what usually precedes and follows it (the ABC pattern)
- What's been tried and any safety concern
Output Format
Behavior, defined
The target behavior in observable terms + a positive replacement behavior to teach.
Function hypothesis
The likely purpose (attention / escape-avoid / access / sensory / control), reasoned from the antecedent-behavior-consequence pattern.
Prevention (antecedent strategies)
Changes that make the behavior less likely — seating, task design, choice, schedule, pre-corrects, connection routines.
Teach the replacement
The specific skill to teach so the student can meet the same need acceptably (ask for a break, request help, self-regulate), and how it's practiced and reinforced.
Response plan
A calm, consistent response ladder for when the behavior occurs — de-escalation first, minimal attention to attention-seeking behavior, and what not to do (don't reinforce the function).
Data tracking
A simple, teacher-doable method (tally, rating, frequency) and a review point to check if it's working.
Quality Checks
Anti-Patterns
- A punishment ladder with no function analysis or replacement skill
- Defining the behavior as a trait ("defiant") instead of an observable action
- Escape-motivated behavior met with removal (which rewards it)
- No replacement behavior taught — only "stop that"
- A data system so heavy the teacher can't sustain it
