Teachers implementing behavior interventions are often more effective in eliminating problem behavior and building new skills if they start with functional behavior assessment (FBA). Using FBA, the teacher identifies the purpose, or function, of a problem behavior, then teaches a “replacement skill” that serves the same function. For example, rather than throw a tantrum to avoid a high demand assignment, a teacher teaches a seventh grader to approach an adult in the room to ask for help on particularly difficult problems. Or, instead of making noises to get attention, a teacher teaches a first grader to submit a card with a picture of himself helping the teacher as if to ask “can I be your helper this morning?”