Increasing the repertoire of desirable behaviors among autistic individuals is critical. Desirable behavior can effectively replace problem behavior and lead to individual independence and greater participation in inclusive settings. It is important, however, to use explicit, systematic instructional approaches and techniques to promote effective and efficient learning. A wide range of techniques benefits from research supporting their effectiveness in building new skills and adaptive behaviors. Three specific strategies are described in the current chapter. These include task analysis, an approach crucial for teaching complex skills; prompting procedures, a procedure that guides learners to correct responses; and self-management, a strategy used to change or maintain occurrences of a targeted behavior. A substantial research base supports the effectiveness of these three approaches. Further, research suggests that the strategies are broadly applicable across a variety of skills and effective with a wide age span.