This Digest summarizes what is known about the use of positive behavioral support (PBS) and functional analysis (FA) to change the behaviors of students with a variety of disabilities. The paper notes that both PBS and FA differ from traditional behavioral management in focusing on systems, settings, and lack of skill. The 1997 reauthorization of the Individuals with Disabilities Education Act requires or strongly recommends PBS and FA strategies. Research findings on the use of PBS demonstrate the method's wide applicability and effectiveness (it reduces problem behavior by 80 percent in two-thirds of cases). Classroom techniques to support positive behaviors include altering environments when useful, explicitly teaching new skills, and genuinely appreciating positive behaviors. Implementation of the PBS model on a school-wide basis focuses on providing school-wide support, specific setting support, classroom support, and individual student support. School-wide strategies might include a set of positively stated expectations for behavior and a continuum of procedures for discouraging violations. Research on the use of FA with young children suggests that environmental manipulations such as increased teacher praise and reinforcement for appropriate behavior improved student behaviors. The paper concludes with a short list of positive supports to be used when addressing challenging behaviors. (DB)