Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have difficulty judging the quality of their solutions, which creates repeated performance deficits. Various interventions have been developed that target problem solving; however, they rarely utilize scaffolded instruction to address the skills involved in analyzing situations, generating solutions, and determining the quality of solutions. A more comprehensive tool is needed that matches instructional strategies to the students' ability level while also supporting ongoing learning and independence, such as a problem-solving framework. Problem-solving frameworks are typically described as tools that provide students with a process to execute the steps involved in effective problem solving. These frameworks serve as an outline of steps that include processes allowing the student to repeatedly use them across numerous situations. In this article, the authors provide descriptions of three models of problem-solving frameworks that have been developed for students with HFA/AS. The models range from basic to advanced in nature and therefore can be used as a continuum for students as they progress in their problem-solving abilities. (Contains 3 figures and 2 tables.)