This paper discusses how educators can apply positive behavioral support (PBS) to students with and without disabilities and conduct functional behavioral assessments (FBAs). It begins by describing the challenges that educators face in educating an increasingly heterogeneous population of students, including students with external and internal problem behaviors. The paper next discusses the definitions and features of PBS in schools and the contributions of behavioral science, practical interventions, social values, and a systems perspective. The four change elements that characterize PBS are described and include change of systems, change of environments, change of student and adult behaviors, and change in appreciation of appropriate behavior. The second section provides an overview of FBAs, including definitions, outcomes and defining features. Steps of the FBA and behavior support planning process are described and include: (1) collect information regarding conditions under which problem behavior is and is not observed and more appropriate behavior is required; (2) develop testable hypotheses; (3) collect direct observation information; (4) design behavior support plans; (5) develop implementation scripts; and (6) collect information effectiveness and efficiency of behavior support plan and redesign based on evaluation information. (Contains 100 references.) (CR)