In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to systematic screenings that were implemented as part of regular school practices and one student was receiving special education services for an emotional disturbance. Results of both withdrawal designs revealed a functional relation between the intervention procedures and academic engaged time. Further, both interventions were rated as socially valid by the teachers and students. Limitations and future directions are presented. (Contains 3 tables and 2 figures.)