Procedures for direct observation as part of functional behavior assessment (FBA) in natural settings continue to be an important area of inquiry and evaluation in the field of education. Spread across a continuum of control and rigor, various direct FBA methods involve a variety of strengths and limitations. The purpose of this study was to evaluate the treatment utility of routines analysis when applied to direct observation as part of the function-based assessment and intervention process in general education classrooms. Central to this procedure is the use of routines analysis during the FBA interview to inform and develop direct observation conditions. This procedure was evaluated across 3 students in grades K-6. Data collected via this procedure showed utility when compared to traditional ABC observation methods such that clearer indications of a hypothesized function of behavior were obtained. Interventions developed from the assessment data resulted in an observed decrease in problem behavior for each participant. Results of this study suggest the importance of routines analysis as a possible way to increase the efficiency and effectiveness of the FBA process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]