An observable definition
Describe the behavior's form, where an occurrence starts and ends, and examples and non-examples. Give observers the same reference for what counts.
Behavior intervention plans
Build behavior plans. Track their results.
Define the behavior, collect observations and plan the intervention with the child’s team. Assign the work, record data and review results before deciding the next step.
The therapist builds the plan, the supervisor reviews it, and the family contributes to assigned work.
Observe
Understand
Support
Review
Child
Define the behavior and record what happens before, during and after it.
Agree on the behavior to record.
Describe the behavior clearly. Identify where it happens and who will observe it and carry out the plan.
Where does it happen?
Record the behavior category, setting and who first reported it: at home, school, a session or in the community.
A defined care team
Identify implementers and supervisors, then manage participation within the child's care permissions. Belonging to the organization does not give everyone the same plan access.
- Plan visibility is intentional.Set family visibility and participant responsibilities within the supported consent and access rules.
Collect observations before explaining behavior.
Assign observation and interview tasks, collect the results in the behavior record and track completion.
ABC observations
Document what happened before the behavior, the behavior itself and what followed it. Keep each observation available for the team's review.
When does the behavior occur?
Use time-period recording to identify when behavior occurs and patterns that need review.
Structured interviews
Gather family and team information through structured interviews, then review it alongside direct observations.
- Assignments with ownership.Give participants collection instructions and track completion. Each respondent completes their assigned work from their own account.
- Evidence for review, not an automatic answer.Review completed contributions together. Observations support a clinical hypothesis; they do not establish a diagnosis or choose an intervention by themselves.
Record the professional’s explanation and evidence.
The professional reviews observations and writes a hypothesis about the behavior’s function. Keep it with evidence that supports or challenges it.
Possible and primary functions
Record possible functions, the primary function, the hypothesis and severity. Give the team a clear explanation behind the plan.
Supporting and conflicting evidence
Document the rationale and contradictory evidence. Where a supporting questionnaire is enabled and used, record how its result relates to the clinician's judgment.
Review the hypothesis before intervention
Review and finalize the hypothesis before moving into intervention planning. A questionnaire result does not overwrite the professional's conclusion.
- Professional responsibility remains clear.The platform organizes information and documentation. Qualified professionals remain responsible for interpretation, suitability and care decisions.
Set out what the team will do.
Plan environmental support, actions before and after behavior, replacement skills and safety steps. Choose what suits the child and explain how to apply it.
Strategies with working instructions
Choose from the built-in library or write an individual strategy. Keep its title, purpose and implementation steps in the plan and adapt them to the child's needs.
Replacement skills connected to goals
Define replacement skills and link them to the child's assigned goals. The plan shows the linked goal names and states, with access and consent boundaries preserved.
Clear responsibilities and a change history
Assign participants and track the plan from draft to active, paused or complete. Record reasons for permitted changes to active strategies.
- A library entry is a starting point.Selecting a strategy copies its content into the plan for individualisation. Later library changes do not silently rewrite that saved strategy.
- Teaching and behavioral support stay connected.A replacement skill can refer to a teaching goal while the behavior plan retains its own team, phases and measurement record.
Choose a measure and record behavior.
Link each record to its recorder and plan phase. One person may be at baseline while another is delivering intervention; the system follows the relevant participant separately.
Frequency
Record the number of occurrences within a defined observation window.
Rate
Record occurrences relative to observation time so the measure retains its time basis.
Duration
Measure how long the behavior lasts.
Latency
Measure the time between the defined starting event and the behavior's onset.
Intensity
Record the behavior against the intensity scale configured for the plan.
Interval recording
Use whole-interval, partial-interval or momentary time-sampling recording according to the configured method.
- Keep the behavior definition at hand.Observers can refer to the operational definition while recording. The record retains the participant and phase context for later review.
- Choose the method before comparing results.Counts, time measures, intensity and interval observations answer different questions. Review them with their configured method and observation context.
See what changed—and document what happens next.
Compare results across periods and phases, review linked skills and document the decision to continue or change the plan.
Compare data and phases
Review graphs, behavior data, mastery and linked skills, keeping each result connected to its plan, participant and phase.
Criteria that prompt a review
Configure criteria and stability windows in days or weeks. A detected mastery event becomes a pending review; it does not automatically close the plan.
A recorded clinical decision
An authorized clinician can continue, move to maintenance or generalization, start a new phase or complete the plan. Record the data summary, clinical rationale and decision justification.
- Corrections leave a trace.Use the correction workflow rather than silently replacing observations. Keep the original record and its correction chain available for review.
- Export within the permitted scope.Export behavior data through the supported controls for further review and reporting, subject to the user's access rights.
Include families in observation and practice.
Share the plan summary and choose what the family can read and record at home or in a session.
An understandable view of the plan
Families see the plan summary, interventions and progress made available to them under the child’s consent settings.
Recording when assigned
Eligible family participants record through the supported scheduled-session or home recording flow. Opening the read-only plan view does not itself grant recording permission.
The right method in the right setting
Home recording supports assigned rate, duration, latency, intensity and interval methods. Raw frequency recording requires a defined window in a scheduled session.
- Participation is specific, not unrestricted.The active enrollment, participant role, assigned method and recording permissions determine what a family member can do.
Connect behavior plans to the child’s care.
Use assessments to understand needs, goals to teach skills, and behavior plans to organize intervention and follow-up.
Common behavior-plan questions.
Is a behavior plan the same as a teaching goal?
No. A behavior plan has its own definition, care team, function analysis, interventions, phases and data. Replacement skills can link to assigned teaching goals without combining the two into one workflow.
Does Therapatic decide the function or intervention automatically?
No. The platform organizes observations and supporting evidence. A qualified professional develops the hypothesis, selects and individualises strategies, and makes clinical decisions.
Can several implementers work on the same plan?
Yes, within their assigned roles and permissions. Phase context is tracked for the relevant participant, so one implementer's progress is not treated as everyone else's phase.
Can parents record behavior at home?
When eligible and assigned, families can use the supported home recording flow for permitted methods. Raw frequency recording is reserved for a defined observation window in a scheduled session.
Are the library entries complete treatment plans?
No. The built-in library contains 67 Arabic strategy entries and 67 English strategy entries across five categories. The clinician selects, adapts and combines appropriate content within an individual plan.
What happens when a criterion is reached?
The system can surface a pending mastery event. An authorized clinician reviews the data and documents whether to continue, change phase, move to maintenance or generalization, or complete the plan. Completion is not automatic.
Keep the behavior plan, work and results together.
Define the behavior, team and strategies, then follow data and reviews in one child record.
Choose a strategy. Adapt it to the child.
Explore the scope of the library used inside intervention planning. It contains strategy entries with descriptions and steps—not ready-made treatment plans to apply to every child.
- 67Strategy entries in Arabic
- 67Strategy entries in English
- 5Strategy categories
Environmental support
12 strategy entries
Strategies addressing the wider environment, routines and accessibility around the child.
Before the behavior
14 strategy entries
Strategies focused on antecedents and the conditions preceding the behavior.
Replacement skills
16 strategy entries
Strategies supporting alternative skills that can be linked to the child's teaching goals.
After the behavior
17 strategy entries
Strategies organizing what follows the behavior, selected and individualised by the professional.
Safety planning
8 strategy entries
Strategies for individual safety planning within the professional team's responsibilities and procedures.
The counts describe the built-in Arabic and English libraries separately. Each selected entry is copied into the individual plan and adapted by the clinician. This public overview does not publish a child's plan or provide personalized treatment instructions.