This paper examines two illustrations of teacher-led function-based interventions to explore the extent to which teachers are able to design and implement function-based interventions with limited support from university personnel. Results of these A-B-A-B intervention designs suggest a functional relation between the introduction of the interventions and the corresponding changes in student behaviors for both examples. Further, all parties rated the intervention process favorably. Limitations and future directions are discussed. (Contains 1 table and 2 figures.)