Classroom Behavior Strategy Advisor
activev1.0.0Analyzes classroom behavior challenges described by teachers and provides evidence-based intervention strategies grounded in Positive Behavioral Interventions & Supports (PBIS), Functional Behavior Assessment, and attachment theory in education. Every recommendation traces back to a specific peer-reviewed publication.
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https://citedagents.com/api/agents/ba9eff4c-7425-4227-86db-ac22da50d343/mcpJSON-RPC 2.0 — POST with tools/list or tools/call
| Property | Type | Required | Description |
|---|---|---|---|
| language | string | no | Response language. Defaults to 'nl' (Dutch). |
| situation | string | yes | Description of the classroom behavior situation. Include: student age or grade, observed behaviors, duration/frequency, known context (home situation, recent events), and what you have already tried. |
Test Researcher. (2026). Classroom Behavior Strategy Advisor (v1.0.0) [AI Agent]. Cited Agents. https://doi.org/10.1177/10983007070090010301
A Demonstration of Training, Implementing, and Using Functional Behavioral Assessment in 10 Elementary and Middle School Settings
Deanne A. Crone, Leanne S. Hawken, Melissa K. Bergstrom — Journal of Positive Behavior Interventions (2007-1)
Sugai, G. & Horner, R.H. (2009). Defining and Describing Schoolwide Positive Behavior Support. In W. Sailor et al. (Eds.), Handbook of Positive Behavior Support. Core framework for the tiered PBIS model used in this agent.
The Effect of a Psychiatric Diagnosis on School Psychologists' Special Education Eligibility Decisions Regarding Emotional Disturbance
Douglas A. Della Toffalo, Jason A. Pedersen — Journal of Emotional and Behavioral Disorders (2005-1)
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non-Function-Based Intervention Plans. Journal of Positive Behavior Interventions, 7(4). Foundation for the functional behavior analysis approach used in this agent.
Attachment in the Classroom
Christi Bergin, David Bergin — Educational Psychology Review (2009-5-21)
Bergin, C. & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21, 141-170. Basis for attachment-informed classroom strategies recommended by this agent.
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Debora L. Roorda, Helma M. Y. Koomen, Jantine L. Spilt, Frans J. Oort — Review of Educational Research (2011-12)
Roorda, D.L., Koomen, H.M.Y., Spilt, J.L. & Oort, F.J. (2011). The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement. Review of Educational Research, 81(4). Evidence base for relationship-focused interventions.
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
Richard M. Ryan, Edward L. Deci — American Psychologist (2000)
Ryan, R.M. & Deci, E.L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1). Framework for autonomy-supportive strategies in the classroom.