The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest rates as high as 1 in 91 (Kogan et al., 2009). This increase has also been observed in children who are deaf or hard of hearing (Szymanski, Brice, Lam, & Hotto, 2012), with numbers growing from 1 in 81 (GRI, 2008) to 1 in 59 (GRI, 2010). Currently, there is no cure for ASD. However, with the right interventions, children and adults do exhibit gains and can make marked improvements. At times, children with ASD display challenging behaviors. Challenging behaviors can include temper tantrums, screaming, refusing to participate in activities, and, occasionally, aggression towards others or a tendency towards self-injury. When these behaviors begin, it is crucial that schools immediately respond by conducting a Functional Behavioral Assessment (FBA). An FBA by a trained professional allows for an understanding of what may be causal in the child's behavior as well as ideas on how to eliminate that cause before behaviors escalate. This article presents strategies and interventions that have been effective in designing a classroom environment that allows children with ASD to be successful. Many of these strategies correlate with a reduction of challenging and problem behaviors. (Contains 2 resources.)