The purpose of this study was to determine the relationship between the identified function of student problem behavior and different types of teacher behavior. Students with emotional/behavioral disorders and their teacher in one classroom were observed during reading instruction. Results showed consistent patterns of teacher attention across the classrooms that related to the identified function of student behavior. However, differences emerged when subtypes of teacher attention were analyzed. Results are discussed in terms of functional assessments and teacher interaction patterns. (Contains 3 tables and 2 figures.)