The Emotional Regulation Impairment (ERI) Program is designed to integrate academic, social, emotional, and behavioral interventions within the classroom and school environment to support students with self-regulation needs. This comprehensive program adopts a holistic approach, focusing on supporting the whole child by addressing both emotional and behavioral needs.

In addition to academic instruction, staff members provide targeted social-emotional support and instruction aimed at enhancing students' emotional regulation and coping skills. The program’s primary objectives include the development of students’ academic and executive functioning skills, ensuring they are well-prepared for future success in the general education classroom. Furthermore, students are equipped with essential behavioral controls and coping mechanisms to facilitate a successful transition back to a least restrictive and inclusive general education setting.

The program is specifically tailored for students who require explicit instruction in the application of behavior modification strategies, as well as those who face deficits in interpersonal skills and coping strategies. To meet these needs, the ERI Program utilizes a highly structured and specialized learning environment characterized by the clear implementation of behavior and classroom management strategies and supports.

The goals of the ERI Program are to:

• Instruct students in replacement behaviors and social skills to facilitate effective management of school routines.
• Enhance academic engagement by providing a tailored curriculum that aligns with each student's unique academic requirements.
• Support students in transitioning to less restrictive educational settings.
• Strengthen work tolerance and cultivate a sustained interest in academic achievement.
• Promote the development of positive relationships with staff and peers.