Behavior analysts are frequently involved when a studentï¿½s behavior becomes so severe that in-depth analysis and understanding are needed. However, there is considerably more research to guide the analysis for behavior problems than for academic problems. This presentation will provide a framework to analyze difficulties in reading at the small-group (tier 2) and individual (tier 3) levels. Data will be presented from three studies (n ~200ï¿½600) to demonstrate that targeting the academic intervention based on the function of the behavior was more effective at tier 2 than using a general evidence-based intervention. Moreover, data from 15 students with the most severe reading problems will be provided to support the framework at tier 3.