Joseph, a student with autism in Ms. Mendez's inclusion kindergarten class, experienced difficulty attending during group activities. He spent a significant amount of time looking at his hands and quoting parts of his favorite videos. Attempts to engage Joseph resulted in vocal protests and, at times, mild aggression. Ms. Mendez realized that she needed to address those behaviors but was unsure of how to do so. She consulted with an Intervention Assistance Team (IAT) whose members had experience designing appropriate interventions for the problem behaviors of students with autism. They generated a number of hands-on activities to help Joseph maintain his visual engagement during the group learning activity. This article describes empirically supported, field-tested strategies that have resulted in increased engagement and fewer problem behaviors for Joseph and other students with autism spectrum disorders (ASD) who are being educated in inclusive classrooms.