Welcome to Navigator

Your AI-powered behavior support assistant. Answer a few guided questions and receive a personalized, evidence-based classroom behavior plan — built around your student and your context.

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Structured Inquiry

Guided questions capture the full picture — incident, student, environment, and goals.

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AI Analysis

Navigator pulls from PBIS, MTSS, ABA, UDL, SEL, and IDEA frameworks to interpret data.

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Action Plan

A ready-to-use, tiered behavior plan with classroom strategies, supports, and a monitoring guide.

Grounded In Best Practice

Navigator synthesizes guidance from the IDEA 2004 mandate, OSEP's PBIS Technical Assistance Center, CEC's High-Leverage Practices (2017), SAMHSA behavioral frameworks, Zones of Regulation, Ross Greene's Collaborative Problem Solving, and Universal Design for Learning (CAST, 2018). Every strategy is drawn from peer-reviewed and federally recognized sources.

Step 2 of 6

Incident Profile

Tell us what happened. Be as specific as you can — this shapes the entire analysis.

What happened? Describe the behavior or incident. *

When did it happen? *

How long did the behavior last?

How often does this behavior occur? *

First time

A few times this week

Daily

Multiple times daily

For several weeks

Chronic / months

What was the immediate response to the behavior?

Verbal redirect

Proximity

Sent to office

Removed from class

Break offered

Parent contacted

Ignored

Crisis team

What happened immediately BEFORE the behavior? (Antecedent)

Intensity of the behavior

1

Mild

2

Minor

3

Moderate

4

Significant

5

Severe

Step 3 of 6

Student Profile

Help us understand the whole student — grade, strengths, needs, and what activates the behavior.

Grade level *

Known disability / diagnosis — select all that apply (optional)

ADHD

Autism (ASD)

EBD

Learning Disability

Intellectual Disability

Trauma / PTSD

Anxiety

OHI

Speech / Language

Developmental Delay

Sensory Processing

Twice-Exceptional (2e)

None identified

Student strengths (select all that apply)

Strong verbal skills

Creative / artistic

Athletic / kinesthetic

Empathetic / caring

Logical / problem-solving

Humor / social

Leadership

Strong memory

Responds to routine

Tech-savvy

Known learning / support needs

Sensory needs

Executive function

Reading difficulties

Transition difficulty

Emotional regulation

Peer relationships

Attention / focus

Verbal processing

Low frustration tolerance

Known triggers (what sets the behavior off?)

Hard tasks

Unstructured time

Transitions

Peer conflict

Adult correction

Sensory overload

Hunger / fatigue

Routine change

Preferred activity loss

Denied request

Does the student have an IEP or 504 Plan?

Yes — IEP with BIP

Yes — IEP, no BIP

Yes — 504

No

Evaluation pending

Step 4 of 6

Behavior Goals

What specific behaviors do you want to increase (replacement behaviors) or decrease (problem behaviors)?

Direction *

Behavior description *

Current baseline

Target / goal

+ Add Another Behavior Goal

💡 Tip: Use Replacement Behaviors

Research from ABA and PBIS strongly supports pairing every decrease goal with an increase goal. Replacement behaviors serve the same function as problem behaviors but are socially appropriate (e.g., asking for a break instead of leaving the room).

Step 5 of 6

Classroom Context

Your environment shapes what strategies are realistic. Let's understand your classroom.

Class size *

Adults in the room *

Setting type

Time of day this support is most needed

Morning

Midday

Afternoon

Transitions

All day

Available materials / resources

Visual schedules

Sensory tools

Break space

Token charts

Technology

Social stories

Behavior tracking

Crisis plan / CPI

Are classroom rules posted and explicitly taught?

Yes — posted & taught

Posted, not taught

Not posted

PBIS school-wide

Other context or notes for the plan (optional)

Step 6 of 6

Review & Generate

Review what you've shared, then let Navigator analyze and build your personalized behavior support plan.

Navigator is thinking…