In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.