Erroneous beliefs, distorted thoughts, and poorly controlled emotional responses to stress contribute to behavior problems as fundamentally as do observable environmental antecedents. The methods of this classical functional behavioral assessment for evaluating high-frequency problem behaviors are insufficient for understanding such low-frequency behavior as drawing a weapon or such covert behavior as possessing drugs. To understand the function of problem behaviors in students' lives, assessment of their social perspectives, beliefs, and feelings is as necessary as assessment of their immediate desires for attention, task avoidance, or escape. The purpose of this article is to present a multidimensional perspective that will lead to psychoeducational interventions in which students are taught to think clearly, solve problems, and self-regulate the intensity of their emotions.