Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based interventions to prevent the involvement of students with disabilities in antisocial behavior. The conceptual foundations of a functional perspective of problem behavior are reviewed along with empirical research on the social factors and processes that contribute to the development and maintenance of antisocial patterns. From this background, the social problems that may occur among students with disabilities are examined as potential risk factors for involvement in antisocial behavior and implications for assessment and intervention are considered from a social functions perspective. (Contains 1 table and 1 figure.)