This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple functions for the behavior. Intervention consisted of teacher attention (praise) and points, and self-management of appropriate responses during group instruction. Intervention during independent seatwork consisted of modeling by the teacher to decrease task difficulty, the use of "help tickets" to request assistance from peers or the teacher, and social attention for task completion. Results indicated improved on-task and decreased disruptive behaviors during function-based intervention. The use of functional assessment in general education settings is discussed. (Contains 2 tables and 2 figures.)