The purpose of these Utah behavioral intervention policies and procedures is to provide state-of-the-art guidelines for educators dealing with the behavior problems of students with disabilities. The standards serve to assure that students have access to effective education procedures and due process, and that school districts minimize their risk of being involved in due process hearings and litigation. The guidebook describes the functions, composition, and responsibilities of the Utah State Office of Education Human Rights Committee, the Professional Peer Review Committee, local human rights committees, and the Individualized Education Program Team. It provides sample forms for summarizing interventions, acquiring parental consent, summarizing committee actions, and implementing emergency procedures. Behavioral interventions are then discussed, including: (1) preliminary strategies such as environmental engineering, pacing, home notes, precision commands, and parent conferences; (2) positive intervention procedures such as positive reinforcement, differential reinforcement, modeling, shaping, self-management, and token economy; (3) mildly intrusive contingent procedures, such as response cost, time out, and over-correction; (4) moderately intrusive contingent procedures such as forced physical guidance and visual screen; and (5) highly intrusive contingent procedures, such as manual restraint, mechanical restraint, and aversive stimuli. (JDD)