This paper presents a case study of a young girl diagnosed as autistic and having a history of tantrums, who was grouped with six other students with mild to moderate disabilities. Intervention plans developed by her teacher and a consultant addressed the girl's needs for more positive social and communication skills, focusing on increasing demands for task participation and social interaction within the context of age-appropriate functional skill routines and leisure activities. These methods brought about substantial results in integrating the student with her peers, but lack of available support services led to her withdrawal and entry into a residential, segregated placement. Includes three references. (PB)