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Build a tiered classroom behavior intervention plan (BIP) for a K-12 student, grounded in the function of the behavior.
Passed 22 of 22 test cases with the skill, and 18 of 22 without it.
and 2 more in the full report
4 fixed18 passed either way0 still failing0 broke
Tokens, turns and time describe resource use, not a dollar price.
One of 4 test cases the skill fixed. Same model, same prompt, with and without the skill.
Draft a data tracking section for a plan targeting pencil tapping in 3rd grade. The teacher plans to collect data indefinitely without a specific follow-up timeline.
| Checked | Without skill | With skill |
|---|---|---|
| Establishes a concrete review date or time window to evaluate intervention effectiveness. | Missed | Passed |
The instructions your model reads when the skill loads.
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.
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.
Ask for (if not provided, else infer and label):
The target behavior in observable terms + a positive replacement behavior to teach.
The likely purpose (attention / escape-avoid / access / sensory / control), reasoned from the antecedent-behavior-consequence pattern.
Changes that make the behavior less likely — seating, task design, choice, schedule, pre-corrects, connection routines.
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.
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).
A simple, teacher-doable method (tally, rating, frequency) and a review point to check if it's working.
test cases passed, vs 18 / 22 without
More skills from the same source and nearby in the registry, with their headline benchmark lift.