---
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."
---

# 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