In this field-based study, functional behavior assessment was incorporated into the student assistance team (SAT) process. The purpose of this exploratory study was to examine whether team members could identify the correct function of behavior by selecting related interventions. Further, the extent to which FBA information collected at each stage of the SAT process contributed to the selection of interventions related to the verified function was evaluated. Participants from a rural, Midwestern elementary school rated potential interventions following each stage of a structured SAT and FBA process. The results were mixed but showed that SAT members were unable to consistently identify interventions related to verified behavior functions. While these results were consistent with those found by Myers and Holland, several factors such as FBA training, multiple functions of behavior and acceptability should be considered in future studies as key variables that influence the use of FBA within the SAT process. (Contains 32 references and 2 tables.) (GCP)