Children with ASD have been recognized as having problems with executive function (Russell, 1997; Yerys, Hepburn, & Pennington, 2007). The teacher of a child with autism will soon become familiar with these characteristics and have to make adjustments to the school curriculum. In the early school years, the main signs of impaired executive function include difficulties with inhibiting a response (i.e., being impulsive), working memory, and using new strategies. Many children with autism are notorious for being impulsive in schoolwork and in social situations, appearing to respond without thinking of the context, consequences, and previous experience (Bower & Parsons, 2003; Happé, Booth, Charlton, & Hughes, 2006; Raymaekers, van der Meere, & Roeyers, 2006). By the age of 8, a typical child is able to “switch on” and use his or her frontal lobe to inhibit a response and think before deciding what to do or say (Diamond, Kirkham, & Amso, 2002). The child with ASD may be capable of thoughtful deliberation before responding, but under conditions of stress, or if feeling overwhelmed or confused, is often impulsive. It is important to encourage the child to relax and consider other options before responding and to recognize that being impulsive can be a sign of confusion and stress.