Programs and Services

The New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) provides support to schools, preschools, individuals and families to promote the development of positive culture and productive relationships. We do this by providing workshops, comprehensive programs and training resources and by fostering the development of effective teams and collaborative regional workgroups.

Our work falls into four major categories.

  • Positive Behavioral Interventions and Supports (PBIS)
    PBIS forms the core of everything we do. PBIS is predicated on the belief that schools can be positive, enjoyable places to teach and learn for all students when an appropriate behavioral climate has been created. Establishing such a climate involves working with systems to support teachers, working with teachers to practice effective prevention and response strategies and working with data to make effective decisions and accurately gauge progress.

  • Mental Health and Schools Together (MAST-NH) is a grant-funded initiative to create a model of seamless mental health care for children and their families. School personnel in five regions of the state have formed collaboratives with public and private agencies to share best practices, conduct cross-training and develop tools and protocols for cultivating good mental health and diagnosing and treating mental illness.

  • NH RESPONDS is a five-year grant-funded initiative to improve the effectiveness of in-service and pre-service professional development for educators, particularly in the areas of literacy and positive behavior support. The NH Department of Education is partnering with UNH Institute on Disability and several institutions of higher education around the state along with NH CEBIS on this initiative.

  • The Leadership Academy includes a series of workshops and focused consulting frameworks geared specifically around the interaction between adults who support children. Often, barriers, tension and potential misunderstandings arise when adults don’t communicate, or communicate ineffectively, across natural system boundaries. These boundaries exist at the individual, team and organizational level and often influence the extent to which adults can work productively together to support the achievement of children in school.