The importance of providing behavioral management strategies and interventions among young children exhibiting disruptive and problem behaviors has been a social phenomenon and national concern in recent years (Powell, Fixsen, and Dunlap, 2007). Many young children at school exhibit challenging and disruptive behavior at school. Some of the most prevalent challenging behaviors are lack of concentration and organizational skills, attention problems, off-task behaviors, disruption in class, aggression, impulsive behavior, and lack of social skills (McConnell, 2001). If these inappropriate behaviors are not adequately assessed and treated, young children's negative behavior will persist and impact the child's physical, emotional, and spiritual development, as well as their social relationships, making them isolated (Arnold et al., 1999). growing concern at the national level. On June 4, 1997, amendments to the Individuals with Disabilities Education Act (IDEA) became law (PL 105-17). These amendments introduced several new concepts that are particularly important for the education of children, especially those whose behaviors violate school codes of conduct or are outside the concept of socially acceptable behavioral norms: (a) positive behavioral support ( PBS) and (b) functional behavioral assessment (FBA) (“Public Law”, 1999). Functional Behavioral Assessment (FBA) seeks to identify specifically why and how children exhibit problem behavior and then develop a technique for encouraging acceptable alternatives to that behavior. When FBAs are conducted, educators will use observations, face-to-face interviews, and record review to understand the relationship between the environment and the goal… middle of paper… Belmont, CA: Wadsworth.Sasso , GM, Conroy, M. A. Stichter, J., & Fox, J. J. (2001). Slowing the bandwagon: The misapplication of functional assessment for students with emotional or behavioral disorders. Behavioral Disorders, 26, 282 – 296. Shapiro, E. E., & Kratochwill, T. R. (2000). Conduct school-wide assessments of child and adolescent behavior. New York, NY: The Guilford Press.Sugai, G., Horner, R.H., Dunlap, G., Meineman, M., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P. , Turnbull, H., Wickham, D., Wilcox, B., & Ruef, M. (2000). Application of positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.Watson, S. T., & Steege, M. W. (2003). Conducting functional behavioral assessments in schools: A guide for the practitioner. New York, NY: The Guilford Press.