To date, only a limited number of studies have focused on functional assessment with typically developing populations. The most commonly reported method of functional assessment with this population seems to be descriptive assessment; however, the methods used in the descriptive assessment often are unclear. This is unfortunate as researchers and practitioners often are left with little guidance as to how to conduct a functional assessment with typically developing children. The purpose of this study was to determine whether the structured descriptive assessment (SDA) might be used with typically developing children. Four children with problem behavior participated in the study, and hypotheses about functional relations were developed for all children. Furthermore, efficacious interventions were developed and implemented for 2 children based on the results of the SDA. (Contains 1 note, 2 tables and 5 figures.)