Functional analyses (FA) have proven useful for identifying contingencies that influence problem behavior. Research has shown that some problem behavior may only occur in specific contexts or be influenced by multiple or idiosyncratic variables. When these contexts or sources of influence are not assessed in an FA, further assessment may be necessary to identify the variables that influence behavior. In the current study, initial FA results suggested a specific source(s) of reinforcement for the problem behavior of two preschool children. Function-based treatments were implemented to increase appropriate behavior and decrease problem behavior; however, treatment did not result in clinically significant reductions of problem behavior in all cases. Additional within-session analyses and experimental analyses were used to clarify the functions of problem behavior, and modified function-based treatments were used to decrease problem behavior and increase appropriate behavior. These effective treatments were taught to the classroom teachers to implement throughout the day.