Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. In response to these difficulties, teachers often provide additional attention to students in the form of frequent verbal prompts and individual support. Unfortunately, these instructional strategies may have negative academic and social implications as students become dependent on adults for prompts and social supports. This article highlights the importance of fostering student independence for students with ASD and presents three evidence-based strategies to improve student task engagement and decrease reliance on adult prompts: activity schedules, tactile prompting, and peer support interventions. (Contains 6 tables.)