New--and often veteran--teachers find managing significant inappropriate student behavior a formidable challenge. Although more severe inappropriate behaviors, such as aggression, often receive attention in the professional literature, survey research has shown that the high frequency of milder inappropriate behaviors (e.g., disruptions, hyperactivity, distractibility, excessive movement, talking without permission) creates considerable challenges for educators. In addition, the poor academic and postsecondary outcomes among students with significant behavioral challenges have been well documented, including poor academic achievement (Wiley, 2008), higher rates of school dropout (Rice & Yen, 2010), high rates of unemployment postschool, and higher rates of manifesting mental health concerns (Bradley, Doolittle, & Bartolotta, 2008). Fortunately, a strong body of evidence-based practices, grounded in the principles and practices of applied behavior analysis (ABA), allow educators to address inappropriate student behavior. Understanding that behavior is functionally related to the learning environment gives educators the key to understanding inappropriate student behavior (Lewis, Mitchell, Harvey, Green, & McKenzie, 2015). Students engage in inappropriate behavior because they can predict that teachers and others will respond in ways that meet their needs (i.e., their behavior serves a function). Therefore, addressing inappropriate student behavior involves hypothesizing the function of the inappropriate behavior by conducting a functional behavioral assessment (FBA) and designing plans that teach students appropriate behaviors to access the same or similar functional outcome.