This study looks at the utilization of assessments on developing behavior intervention plans (BIPs) and their use in designing actual implementation for the children (elementary through high school) labeled EBD in a mid-sized district in eastern Washington. Files were reviewed to determine the types of assessments used, FBA components addressed, and the behavior intervention plans generated, for each student labeled EBD or being served in a self-contained EBD program from elementary through high school. The degree of utilization of this information in developing program implementation was assessed through teacher interviews. Results showed that a majority of the students did not have a FBA and those that were written did not include hypothesis statements or replacement behaviors. Teacher interview and various behavior rating scales were the most prevalent source of assessment information. The BIPs created were primarily stock lists of positive and negative responses to behavior with no individualization to the student. Discussion of implications to improve the efficacy of assessment is given. (Contains 4 tables.)