Comprehensive Behavior Intervention Program (CBIP)

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.