Prevention of behavioral problems in school settings is essential. When the function of behavior communicates a sensory-based need, as it does for many learners with autism, teachers need to know what to do. Therefore, it is important for teachers to have varied strategies available for use in the support of such learners. The authors present behavioral descriptions and specific interventions for the sensory seeker, underresponder, and overresponder. In addition, the authors discuss techniques regarding the effective application of the strategies in the framework of behavior theory to address the dilemma of accidental reinforcement of problematic behaviors with sensory-based activities. The importance of meeting individual learner needs as the basis for comprehensive behavior change that balances environmental modification and skill development is the foundation of the approaches that the authors describe.