This chapter provides evidence-based supports for communication, social skills, and for using restricted patterns of interests and activities educationally for students with autism. Supports for receptive language, expressive language, Picture Exchange Communication System (PECS), visual supports, social narratives, and augmentative and alternative communication are included. Discussion on evidence-based social supports include using peer-mediated instruction and intervention, video modeling, and support for inclusive education. Supports for restricted patterns of behavior, interests, and activities cover how to include special interests, rituals, and routines in educational planning and how to recognize when restricted patterns of behavior are detrimental to education. Repetitive behaviors associated with anxiety and self-injury are also discussed. All supports can be combined and address more than one characteristic or need. [For the complete volume, "Viewpoints on Interventions for Learners with Disabilities. Advances in Special Education. Volume 33," see ED600495.]