Diagnoses of autism spectrum disorders (ASD) have increased in recent years. According to the US Centers for Disease Control and Prevention (2007), 1 in 150 children are autistic and in many states ASD is seen as an epidemic. The problem with these numbers is how to affectively teach these children in the best academic environment. In 2005-2006, it was reported that 31% of autistic students were placed in general education classrooms and approximately 40% in separate classrooms, typically referred to as autism support classrooms (U.S. Department of Education, 2007). Typically, the student will be placed in an autism support (AS) classroom because the general education classroom is not the least constraining environment for that child. Most children with severe and pervasive disabilities need a classroom that begins at their unique ability levels. Children need to learn numerous different behavioral changes, probably different in each case which, cumulatively, would allow each child to enter and benefit from the general curriculum. Assigning children with autism who do not possess those skills to mainstream public school classes is assigning them to regression. (Baer, ​​2005, p.9) I was given the opportunity to experience how an autistic support class works. Most importantly, I got to see some of the techniques used on a daily basis. During the 2009-2010 school year, I worked as a Therapeutic Support Staff (TSS) in Mrs. F's kindergarten autism support class. During the current school year (2010), I became a Blended Case Manager (BCM ) where I was also given the opportunity to visit Mrs. F's classroom on a bi-weekly basis. In the final year and… halfway through an assignment… challenge related to behavioral obstacles his students may face. As a school psychologist, it will be important and helpful to have experience in behavior modification to ensure that my future students feel comfortable during the time I spend with them. Furthermore, after spending a lot of time with Mrs. FI, I have seen how to affectively manage my time and different ways to handle some administrative situations that may arise. In conclusion, my time in the kindergarten autism support room was nothing short of eye-opening. I have a greater understanding and respect for these children and teachers. I have seen many teachers and aids in my work as a case manager, but I have not seen a better teacher than Mrs. F. I have been fortunate and fortunate to work with such an experienced professional in the field to help me lay the foundation for my future role of school psychologist.