This brief paper describes a Behavioral Intervention Program (BIP) in Georgia in 1995-1997 that provided services at the local level for 88 students with severe and challenging behaviors. Under the program, students with severe behaviors are identified at the local level and referred to the BIP through a request for service process. The local school establishes a Behavior Support Team for participation in the BIP Technical Assistance training. The team is consisted primarily of the student's parents, teachers, related service personnel, supervisors, and administrators. The purpose of the team is to develop an effective behavioral support plan for the student. The technical assistance training focuses on assessment, intervention, and follow-up. The training has been effective in reducing the use of instructive interventions (isolated time-out, non-isolated time-out, physical restraint, and loss of privileges), and in increasing the use of proactive behavior support (breaks, choices, communication, extinction, transition cues, schedule changes, blocking, reinforcement and visual/object/tactile schedules). A survey of 75 percent of the individuals who participated on Behavior Support Teams during 1996-97 indicated satisfaction with the program. Charts showing the reduction and increase in different interventions are provided. A summary of the characteristics of the students served is also included. (CR)