Student Needs: Students placed in the Comprehensive
Behavior Intervention Program (CBIP) require an intensive behavior
management program to meet their needs behaviorally, academically, and
socially. The CBIP program is designed to facilitate intensive
behavioral support and intervention provided primarily in a
substantially separate, special education classroom. The students in
this program have not previously been successful in their preschool and
general education settings due to significant and persistent behavioral
difficulties that have impacted their educational progress and learning.
Overview:
These are specialized, behavioral-based, substantially separate,
classrooms designed for students with severe behavioral developmental
delays in the areas of health or social/emotional impairments. Each
student will develop self-management skills, pre-academic and academic
readiness, and adaptive daily living and social skills related to their
health or social/emotional dysregulation to the maximum of his/her
potential. It is the goal of the CBIP Program that students succeed
behaviorally, academically, and socially in the general education
environment with his/her peers; therefore students will be integrated
into the general education setting to the maximum extent possible. CBIP
staff will work with the student to develop self-management skills in
the least restrictive environment at all times. Students in the CBIP
have an Individualized Education Plan (IEP) that addresses individually
defined behavioral goals and objectives. Students will be supported to
achieve these goals with the assistance of the CBIP staff. Goals are
modified and prioritized, routinely, based on the severity of the
behavior and safety for the student. Data collection and periodic
behavioral screenings are tools used to guide the modification of
student specific goals, objectives, and behavioral programs. In order to
assist the student in developing self-control over his/her behavior and
to help them maximize their educational potential, a series of rewards
and incentives (a ‘token economy’, response cost system) will be
provided for good effort and appropriate behavior while in this
specialized classroom. A ‘level system’ may be considered if a student
is losing more privileges than he/she is gaining in his overall program.
A time-out room is available. The use of physical intervention by
trained personnel may be necessary to maintain the Student’s safety and
the safety of others within this program.
Eligibility Criteria:
Students must be diagnosed or suspected of having severe behavioral
developmental delays in the areas of health or social/emotional
impairments. These students require a specialized, behavioral-based,
substantially separate, classroom designed for students with severe
health or social/emotional disabilities that prevent them from
participating in a general education setting. These students require
daily intensive social, emotional, and behavioral supports and direct
behavioral intervention to meet their individual needs. Severe
disability is considered one in which the current performance of the
student is 50% that of a student of the same chronological age.
- CBIP
Programs are located at Pulaski Elementary School, Keith, Normandin and
Roosevelt Middle Schools and at New Bedford High School in September
2014.