Due to atypical neurological development, students with autism spectrum disorder (ASD) are affected by a range of issues on a daily basis--physical pain, confusion about requests, difficulty communicating wants and needs, and sensory issues--that might trigger behavior that interferes with teaching and learning. In addition, students on the autism spectrum struggle to understand the thoughts and feelings of others in addition to their own. As a result, adults often respond to their behaviors without seeking to understand the student's needs. A student with ASD who continually repeats what has been said, known as echolalia, often is trying to indicate that he or she needs time to process the repeated phrase in order to formulate an appropriate response. Once educators recognize that their behavior "is" communication, and that every behavior is an attempt to meet a need, they are able to support students in new and powerful ways. In this article, the author discusses how to find out what makes students with autism tick and how to keep them in the classroom and out of the principal's office. She cites a case study of a student that reveals guidelines for developing strategies that increase the prosocial behavior and achievement of a student with ASD who was fully included in a general education classroom setting. She describes a five-step plan that can guide school staff in using positive behavior support (PBS) to help students who have a variety of behavior challenges succeed. (Contains 1 table.)