A teacher requested behavioral consultation services to address a first-grade student's disruptive behavior. Functional behavior assessment (FBA) suggested the behavior was being reinforced by "negative" teacher attention (e.g., reprimands, redirections, response cost). Based on this analysis, the teacher and consultant posited that this student had a learning history such that presentation of rules or directions served as discriminate stimuli for rule breaking behavior or not following directions (e.g., oppositional-defiant behaviors). Thus, they developed, implemented, and evaluated an intervention designed to increase teachers attention applied when the student was engaged in desired behaviors, "without" drawing attention to the contingency. Analysis of A-B-A-B phase data suggests that the intervention caused a decrease in the disruptive behaviors. Discussion focuses on limitations, future research, and how FBA data provides evidence of learning histories that can be used to guide intervention selection and development. (Contains 1 figure.)