In an earlier article (EJ1058920), Lee Kern and Joseph H. Wehby identified the reasons and process for using adaptive intensive behavioral intervention. Kern and Wehby use this article to present a fictional example of how the intervention is applied. Isaac, a 12 year old, 7th grade student at Highland Middle School, had a history of behavior problems that became more intensive and frequent after he began middle school. This article describes how his teachers began instruction at Tier 1 of a response-to-intervention model of school-wide behavior interventions, which proved insufficient for addressing his behavior problems. His teachers proceeded through several interventions in Tier 2, which provided insufficient support. Isaac was then moved to a Tier 3 intervention, which proved successful. The article shows how school staff--and Isaac's mother--developed an intensive and individualized intervention plan based on the results of a functional behavioral assessment. Tiered intervention is an effective and efficient approach for preventing and addressing student behavior problems. As illustrated with Isaac, interventions are gradually intensified and increasingly individualized only as needed, based on student responsiveness.