The purpose of this study was to analyze the research on functional assessment-based behavior support for students with disabilities. To achieve the purpose, 19 articles(6 Korean articles and 13 international ones) published from 1998 through 2003 were col-lected. The focus of the analysis was on problem behaviors, intervention settings or con-ducting plans, functional assessment methods, hypotheses, and intervention methods. In the discussion section, suggestions for improving the effectiveness and achievement of functional assessment within real setting were presented. The subjects involved students with autistic or emotional disturbances, behavior disor-ders, and mental retardation who showed problem behaviors such as disturbing, self-injuring, and challenging behaviors. Functional assessments involved observations and interviews. To apply the functional assessment to school environments successfully, appropriate intervention methods should be developed in the future. Implications for practice included removal of aversion intervention like punishment or isolation, and the provision of systematic and objective diagnoses. The importance of training and educating teachers regarding the function and procedure of functional assessment was also discussed.