Interprofessional collaborative practice between the fields of occupational therapy and applied behavior analysis has the potential to enhance the quality of school services available for children on the autism spectrum. This article will explore how these two disciplines can use a synergistic approach to develop a more comprehensive picture of the student and to provide a wider range of intervention possibilities through a discussion of: discipline-specific practice guidelines, informed coordinated decisions for programming, and collaborative practice. Activity analysis and proactive strategies are highlighted as two overlapping scopes of practice scenarios. Despite their differences in theory and methods, occupational therapists and behavior analysts can respectfully work together for the shared goals of increased competence, performance, and participation outcomes in school for their students on the autism spectrum.