This paper cites ethical provisions and professional standards that affect the selection of behavioral interventions that will benefit exceptional individuals without undermining their dignity. A three-category system that classifies behavioral interventions on the basis of their intrusiveness or restrictiveness is presented. Interventions are organized into positive interventions, negative interventions, and aversive interventions. Steps in moving through the three categories, and documenting their implementation, are discussed. School systems are encouraged to develop systemwide decision-making systems that provide a rational and defensible basis for making ethical decisions about behavior change efforts and for defending those decisions. Teachers are urged to develop their own classroom system in the absence of a systemwide policy. Figures include: a list of possible target behaviors; tentative classification of possible target behaviors; a parent permission form to implement aversive interventions; and intervention planning forms documenting the use of positive strategies, negative and aversive strategies, and stimulus control strategies. (JDD)