A functional approach to intervention planning has been shown to be effective in reducing problem behaviors and promoting appropriate behaviors in children and youth with behavior disorders. When function-based intervention plans are not successful, it is often due to issues of treatment integrity in which teachers omit or do not sufficiently engage in intervention behaviors. The purpose of this article is to conceptually explore how function-based intervention concepts and practices used to support student behavior might be applied to improve treatment integrity through a functional approach to teacher intervention support.