behavior-intervention-plan

# 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 - [ ] The behavior and replacement are observable and specific - [ ] The plan names a function and the strategies match it (escape → don't send them out) - [ ] Prevention and skill-teaching come before consequences (positive-first) - [ ] The response plan is consistent and avoids reinforcing the function - [ ] Data tracking is simple enough to actually be done, with a review date - [ ] Cases needing a formal FBA / specialist / safety plan are flagged ## 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