NeuroPath
Good morning 👋
students
plans ready
tier 3 cases
Loading your dashboard…
Behavior Programs
Tap a student to view their Tier 1 Support Plan
Loading students…
Tier 1 Support Plan
Working on
Loading program…
⚡ Classroom Compass
Select a student and describe what's happening right now. Guidance is grounded in 9 locked evidence-based strategies — the system cannot invent.
Tap 🎙️ to speak instead of type
Every recommendation is drawn from the NeuroPath Locked Strategy Library (9 evidence-based categories with peer-reviewed citations). For immediate safety threats, follow your school's emergency protocol.
+ New Intake
Structured Functional Behavioral Interview
🔗
Already set up at home?
Enter the family's connect code.
If the caregiver has the student's profile in NeuroPath, ask them for a 6-letter code. Pulls everything they've already filled out — diagnoses, triggers, what works — into your roster. No retyping.
🎤
Or sing it in · ~3 minutes · in your language
No connect code? Tell me about them out loud.
5 short verses. AI fills every field in real time. Works in 125 languages.
Or paste/drop · we’ll parse it
Once this student is created, the team can email IEPs, neuropsych reports, photos of paper IBRST sheets, doctor notes, and parent emails to the student’s profile inbox — the AI classifies and folds each piece into the right section. No retyping.
Blueprint readiness
0 of 10 required filled
Tell me about this student — every field below feeds the Blueprint.
OR FILL IN MANUALLY
Step 1 of 11 — Enrollment Information
Enrollment Information
Basic record details. A unique Student ID is auto-generated on submission.
Add one or more caregivers — co-parents, legal guardians, foster parents, grandparents — and we'll email each a magic link to fill in the family side of the profile (home routines, sensory supports, MyChart connection). Voice intake can try to catch emails, but they're tricky to dictate — please type each one here and double-check spelling.
🔒 HIPAA-safe by design: the invite email contains no child name, no school name, no diagnoses. Before any email goes out, the NeuroPath admin team reviews the request and cross-checks it against your school's verified caregiver records. If a wrong recipient somehow gets the email, they can click "this wasn't me" to revoke it.
Common: both parents · co-parent + grandparent · foster parents
ADHD
Autism Spectrum Disorder
Intellectual Disability
Speech / Language Delay
Anxiety Disorder
ODD / Conduct Disorder
Trauma History
Active IEP
Active Tier 1 Plan
504 Plan
No known diagnosis
1
Student Preferences
Identifying reinforcers is central to effective behavioral intervention. These domains are drawn directly from the Edelstein Preference Questionnaire (2022). This data helps NeuroPath model what the student is working toward.
Clinical Note (Edelstein et al., 2022): Self-report and caregiver report of preferences often show poor correspondence with direct assessment. Still, this structured indirect assessment seeds the reinforcement framework and guides the recommendation engine.
📺 Media
🧸 Imaginative / Pretend Play
🍎 Food / Snacks
🏃 Physical Play
🌟 Attention
🎨 Creative Activities
Safety Net Triggers
These 5 triggers are hardcoded guardrails. If any toggle is ON, the NeuroPath AI is bypassed entirely and the system outputs a mandatory reporting directive. Answer based on current observed evidence only.
🛑 IMPORTANT: Activating any trigger below bypasses all AI-generated behavioral recommendations. The system will immediately output: "CRITICAL ALERT: Report to administration and student support." This action cannot be reversed within the session. Activate only on the basis of direct observation or credible disclosure.
SAFETY NET TRIGGERS — Toggle ON only if currently observed or suspected
Suicidality ObservedComments, drawings, or actions suggesting thoughts of self-harm or not wanting to live
Abuse SuspectedObservable bruising, credible disclosure, or behavioral indicators consistent with abuse
Neglect SuspectedConsistent hunger, inadequate clothing, poor hygiene, or disclosure of inadequate home supervision
Weapons PresentStudent has brought, displayed, or referenced a weapon on school grounds
Drugs / Paraphernalia PresentDrug paraphernalia observed in student's belongings or immediate environment
2
Behavior Checklist
Check every behavior that is currently a concern. Sub-types appear for each category you select. Simple yes/no — detail comes later.
SFBI Step 1: A closed-ended categorical checklist prevents caregivers from missing concerns that aren't chief complaints. Checking broad categories first, then refining with sub-types, mirrors the validated clinical interview protocol.
Externalizing Behaviors
Verbal Aggression
Physical Aggression
Tantrums / Meltdowns
Noncompliance
Classroom Disruption
Property Destruction
Elopement / Running
Self-Injurious Behavior
Stealing
Verbal Aggression — specify:
Threats of harm
Name-calling
Profanity
Yelling / screaming
Physical Aggression — specify:
Hitting
Kicking
Biting
Scratching
Throwing objects
Tantrums — specify:
Crying
Screaming
Floor drop / refusal to move
Stomping / pacing
Noncompliance — specify:
Ignores instructions
Vocal refusal ("No," "I won't")
Task avoidance / stalling
Classroom Disruption — specify:
Calling out without permission
Out-of-seat behavior
Bothering peers
Making unusual sounds
Property Destruction — specify:
Breaks own belongings
Breaks school property
Breaks others' belongings
Elopement — specify:
Leaves classroom
Leaves school building
Hides within school
Self-Injurious Behavior — specify:
Head banging
Self-biting
Scratching self
Hair pulling

Internalizing & Other
Anxiety / Worry
Separation difficulty
Social withdrawal
Repetitive / stereotypic behavior
Rigid / inflexible behavior
Attention / focus difficulties
Impulsivity
Peer relationship difficulties
3
Problematic Routines
When and where does the behavior most commonly occur? Identifying patterns is the first step toward prevention.
SFBI Step 2: Working systematically through daily routines helps caregivers who experience behavior as "unpredictable" identify patterns they couldn't see before.
School Routines — check all that are problematic
Morning arrival / drop-off
Circle time / group instruction
Independent seat work
Small group instruction
Transitions between activities
Transitions between classrooms
Lunch / cafeteria
Recess / unstructured play
Specials (art, gym, music)
End-of-day / dismissal
When told "no" / denied a request
Test-taking / assessments

4
Defining the Target Behavior
The one behavior that most warranted seeking additional support. Describe it so precisely that a stranger could recognize it.
SFBI Step 3: An operational definition is essential for measurement. The target is the behavior that "led to picking up the phone" — typically the highest-priority problem that escalates most or causes the greatest functional impact.
1 — Mildly disruptive10 — Dangerous / crisis-level
5
Identifying Triggers
Events that reliably precede and seem to set off the target behavior. Understanding them is the foundation of prevention.
SFBI Step 4: Combines open-ended and closed-ended questioning to identify antecedent events — the environmental conditions that evoke problem behavior.

Closed-ended trigger checklist — check all that apply
Given a task or demand
Told "no" / denied access
Transition to less-preferred activity
Transition away from preferred activity
Following reprimand / correction
Unstructured / free time
Peer interaction / conflict
Adult attention directed elsewhere
Working alone
Difficult / non-preferred tasks
When asked to wait
Sensory triggers (noise, touch, light)
Change in routine / schedule
No clear trigger identified

6
Setting Events
Background conditions that make triggers more potent — they don't directly cause the behavior, but their presence explains why the same trigger causes a bigger reaction on some days.
SFBI Step 5: Setting events are distal antecedents — they "load the gun." A child who arrives sleep-deprived will respond more intensely to the same demand than a well-rested child.
Biological setting events
Lack of sleep
Hunger
Illness / not feeling well
Medication change / missed dose
Physical pain / discomfort

Environmental / social setting events
Conflict at home before school
Peer conflict earlier in day
Change in routine / unexpected event
Error correction / earlier failure
High-stimulation environment earlier
Parental conflict (reported)

7
Warning Signs & Precursor Behaviors
Small, early behaviors that appear before the full target behavior. Catching these is the most powerful lever for prevention.
SFBI Step 6: Behaviors exist in a response hierarchy. A child may whine → stomp → tantrum, all to achieve the same goal. Targeting mild precursors is safer and more practical for classroom staff than waiting for the full crisis.

Early warning signs — check all that typically precede the target behavior
Whining / complaining
Huffing / sighing loudly
Rolling eyes
Clenching fists
Stomping / pacing
Getting very quiet / shutting down
Talking back (mild)
Avoiding task / fidgeting
Increasing motor activity

8
Consequences — What Happens After?
Not "punishments" — whatever reliably follows the behavior in the environment. These are often what maintain the behavior over time.
SFBI Step 7: Identifying maintaining consequences is the most critical — and most difficult — step. Be honest. There are no wrong answers. This information is essential, not judgmental.
Things the student might GAIN from the behavior
Adult attention (even if corrective)
Peer attention / reaction
Access to preferred item
Access to preferred activity
Sensory stimulation
Things the student might AVOID or ESCAPE from
A difficult task or demand
A non-preferred activity
Social interaction with peers
Adult attention or presence
A transition

9
Functional Hypothesis — "The Million Dollar Question"
What does this behavior achieve for the student? Your best guess — even if imperfect — seeds an effective intervention.
SFBI Step 8: The "million dollar" synthesis questions — can you trigger it? can you turn it off? — confirm the functional hypothesis. Function-based interventions are significantly more effective than non-function-driven ones (Heyvaert et al., 2014).
AI-suggested draft: uses your target behavior, triggers, setting events, warning signs, and consequences from the steps above to draft a hypothesis you can confirm or edit. Review before submitting.

Your best guess at the function of this behavior
Access to preferred item / activity (tangible)
Access to adult attention
Escape from demands / tasks
Escape from social interaction
Sensory / automatic reinforcement
Combination of functions
Unclear / I'm not sure

10
Profile depth — team, plans, sensory profile
Background context the AI uses to ground every Blueprint section, customized printable, and Compass response. Voice intake fills these as you talk.
Identity + Team

Cognitive + sensory profile

Existing supports + plans

Profile Created

Step 1 of 11
Tier 3 — Intensive Support
Loading…
Review & Sign
⬅︎ Engine draft (read-only)
Your version (editable) ➡︎
Loading…

⚠ Override the engine's hard-stop

The engine flagged this case for manual authoring because clinical data is insufficient or contradicts the inference rules. By overriding, you are signing the plan on your license. Every override is logged so we can trace plan-quality issues to system vs. clinical judgment later.

0 / 100 min