Functional behavior assessment (FBA) is a mandated and evidence-based practice when student's problem behavior interferes with their learning. The type of FBA conducted can differ widely between schools, which leads to questions about the validity of the conclusions reached. The current study conducted indirect (i.e., Antecedent-Behavior-Consequence [ABC] Interview, Functional Analysis Screening Tool, Questions About Behavioral Function), descriptive (i.e., ABC Narrative), and experimental functional assessment methods (i.e., EFA; functional analysis of problem behavior) with 14 children engaging in socially reinforced problem behavior. We compared exact and partial convergence between these FBA procedures alone and in combination with each other to the EFA. Results showed FBA procedures exactly identified the function of problem behavior identified via EFA less than 25% of the time. In contrast, higher convergence between these FBA methods and the EFA occurred when evaluating partial convergence. That is, these FBA procedures correctly identified at least one of the functions of problem behavior identified by the EFA at least 70% of the time. We discuss these data in terms of their utility to inform practice and implications for treatment.