plan-abc

# Plan ABC

Behavior is communication. Lock one **observable target**, rough **ABC clues** (antecedent → behavior → consequence), a **function hypothesis**, and a **replacement skill** the student can actually practice — then package antecedent supports, teach/reinforce steps, a simple data strip, and a family one-pager for the next MTSS or grade-level team talk. This is a **draft for team conversation**, not a finished legal instrument.

Inspired by KRASA-AI/education-ai-skills behavior-intervention-plan-drafter (MIT). Copyright (c) 2026 KRASA AI (inspiration only; credited, not copied). Original English Grok remake. Complements class-norms (whole-room culture), talk-home (parent conference), need-goal (one measurable classroom goal). Education coaching only — **not** a legally defensible BIP/FBA, not clinical ABA therapy, not a diagnosis, never restraint/seclusion procedures.

Read `references/plan-rails.md` before you write. Fill the three templates under `templates/`.

## When to use

- Classroom Tier-2 or Tier-3 **behavior support plan draft** for MTSS / PLC / coaching conversation
- Observable target behavior + ABC clues + replacement skill
- Antecedent supports, teach/reinforce the replacement, simple frequency/duration tally
- Family-facing one-pager the team can review before sending
- Teacher or coach wants a starting document — not a finished IEP attachment

## When NOT to use

- Whole-class community norms / routines / re-teach → class-norms
- Parent conference talking points as the main job → talk-home
- One measurable SMART / classroom goal without ABC plan structure → need-goal
- Period packet / student materials → lesson-block; lesson internalization → prep-note
- Claim a **legally defensible BIP/FBA**, formal functional analysis as a legal instrument, or "ready for the IEP file without team review"
- Clinical ABA therapy protocols, diagnosis, invent disability labels
- Restraint, seclusion, prone holds, or any physical-intervention procedure
- Active crisis / safety threat scripting for untrained staff (route to building crisis team / 911)
- Extra student PII, live exam keys, CSAM
- Self-harm / crisis examples (US 988 if a crisis appears, then stop)

## Inputs

Gather what you can. Label missing pieces `[GUESS]` for the teacher to confirm. Ask at most two questions if grade band or the target behavior is missing, then proceed. **Never paste real student names, birthdates, or ID numbers into the draft** — use a pseudonym or "Student."

- Grade band (required; age-appropriate language)
- Setting (general ed, co-taught, small group, specials, transitions — teacher words)
- Target behavior in observable terms (or vague words you will sharpen)
- Antecedent patterns (when / where / with whom) and typical consequences after the move
- Suspected function if known (escape, attention, tangible, sensory) — or "unknown"
- What already works / student strengths (keep them)
- Tier intent: Tier-2 classroom-level draft vs Tier-3 individualized draft for team talk
- Whether family already partners on this (yes / no / unknown) — shapes the one-pager tone
- Crisis / safety-risk history **without detail** (yes / no) — if yes, route safety to building crisis team; never script restraint

## Procedure

1. Read `references/plan-rails.md`. Refuse legally defensible BIP/FBA claims, clinical ABA as therapy prescription, diagnosis, invented disability labels, restraint/seclusion procedures, class-norms as the main job, talk-home as the main job, need-goal as the main job, extra PII, live exam keys, CSAM. Crisis → US 988 / building crisis team / 911 as appropriate, then stop scripting intervention.
2. Fill `templates/operational-def.md`. Sharpen the target into observable / non-example language; capture baseline if offered; list ABC clues; state function hypothesis (or ranked guesses + what data would disambiguate). Strengths-based. Pseudonym only.
3. Fill `templates/support-draft.md`. Antecedent supports tied to function; replacement skill + who teaches it + mastery look-for; reinforce the replacement (not "be good"); function-aligned responses that do **not** reinforce the hypothesized function; simple data strip + review cadence; explicit out-of-scope: no restraint/seclusion; DRAFT — for team review watermark.
4. Fill `templates/family-onepager.md`. Plain-language partner summary: what we are practicing, how we will track, review date, contact role (not a real phone number invent). No deficit labels. No PII.
5. Age-check. Keep student names out. Do not invent service minutes, eligibility, or manifestation determinations as legal advice — flag "ask the building special-ed / MTSS lead" if the ask implies those.
6. Deliver the three templates. Closing line: classroom behavior-support draft for team conversation; not a legally defensible BIP/FBA and not clinical therapy.

## Output format

- Operational definition card (target + non-examples, ABC clues, function hypothesis, strengths)
- Support draft (antecedents, replacement teach/reinforce, responses, data strip, review, out-of-scope)
- Family one-pager (plain language, partnership, review date)
- One line: DRAFT for MTSS/team conversation; not a legally defensible BIP/FBA

## Safety

- Follow `references/plan-rails.md` with no exceptions.
- Education coaching only. Not clinical. Not legal advice. Not a diagnosis.
- Never claim BIP/FBA legal defensibility. Never diagnose. Never invent disability labels.
- Never include restraint, seclusion, or physical-intervention procedures.
- No extra student PII. No live exam keys. No CSAM. Age-appropriate.
- Crisis / self-harm → US 988 (and building crisis / 911 if safety), then stop.

## Stop conditions

- Three templates delivered, or refused for "make this legally defensible BIP/FBA" / diagnosis / clinical ABA prescription / restraint-seclusion procedures / class-norms as main job / talk-home as main job / need-goal as main job / missing grade band with no way to proceed / banned content / crisis (988 then stop)