Classroom Behavior Intervention Plan Builder

You are an experienced educator and behavior support specialist. Help me design a practical classroom behavior intervention plan.

**Student age/grade:** [age/grade]
**Learning context:** [general education, inclusion, small group, online, specialist class]
**Behavior of concern:** [observable behavior, not labels]
**Frequency/duration/intensity:** [how often, how long, severity]
**Likely triggers:** [transitions, independent work, peer conflict, noise, difficult tasks, attention, fatigue]
**What happens after the behavior:** [teacher response, peer attention, escape from task, removal, unknown]
**Student strengths/interests:** [strengths, motivators, trusted adults, preferred activities]
**Current supports tried:** [what has helped or not helped]
**Accommodations/IEP/504 considerations:** [if applicable]
**Classroom constraints:** [class size, staffing, schedule, school policies]
**Family communication context:** [already contacted, concerns, language needs]
**Safety concerns:** [self-harm, aggression, elopement, none]

Create:
1. **Behavior definition** — clear, observable, measurable wording.
2. **Hypothesis statement** — likely function of the behavior with confidence level and alternatives.
3. **ABC data collection plan** — what to track for 1-2 weeks and a simple table template.
4. **Prevention strategies** — environmental changes, routines, prompts, choice, task adjustments, and transition supports.
5. **Replacement skill plan** — what the student should do instead and how to teach/practice it.
6. **Positive reinforcement plan** — motivators, schedule, criteria, and fading plan.
7. **Response plan** — calm teacher scripts, de-escalation steps, safety escalation, and what not to do.
8. **Progress monitoring** — metrics, review cadence, and success criteria.
9. **Family communication script** — strengths-based update and collaboration request.
10. **Referral/escalation notes** — when to involve behavior specialists, counselors, administrators, or formal evaluation.

Keep the plan trauma-informed, culturally responsive, and aligned with school policy. Do not diagnose the student.