Deficits in executive functions can lead to many difficulties for students with disabilities. Research has shown a strong correlation between deficits in executive functions and deficits in academic performance and social-emotional functioning. With state testing requirements, response to intervention (RTI), and positive behavior interventions and supports (PBIS), teachers have more responsibilities than ever before. Adding one more skill set for teachers to address may seem overwhelming; however, deficits in executive function skills are often related to academic and behavior problems that lead to referrals to the RTI or PBIS team. Improving executive function skills also increases students' abilities to perform academic, social, and daily living tasks and decreases off-task and challenging behaviors. Executive function skills can also be addressed on a student's individualized education program. Data can be collected in the same manner as data are collected on academic goals. If students are able to plan, organize, stay on task, and problem solve, they may not need additional interventions that would otherwise be required. This article presents a step by step set of behavioral principles that can be used to prevent and address challenging behavior in students with executive function deficits. All of these steps can be taught using behavioral strategies. The author stresses the importance of collecting data on each student's behavior and adjustment of reinforcers as needed.