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As implementation of multi–tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and format of instruction, however more information is needed about strategies that are individualized (i.e., matched to student need), not just intensified. One promising approach to matching student need to intervention is brief experimental analysis (BEA). This article will describe the theoretical and empirical support for BEA, provide a model for conducting a BEA, present an example of its use, and discuss implications for future research and practice.