This study examined the feasibility of elementary classroom teachers using function-based thinking, a modified FBA process, to address mild, but persistent classroom behavior. Through a series of professional development trainings, a pretest and posttest, regular consultation meetings and feedback sessions, and repeated observations, participants were taught to use FBT to shape and guide the way that they viewed common classroom behaviors from their students. Participants learned to identify the functions of student behavior and use their hypotheses to develop comprehensive behavior plans targeting interventions for student behavior while developing prosocial replacement behaviors. The results of the study found that the participants were able to identify conceptually systematic, antecedent-based modifications, as well as ascertain the function of problem behavior, to positively support socially valid behavior change of students with mild but persistent behaviors in the inclusive setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]