The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.