The use of Classwide Function-based Intervention Teams (CW-FIT), a behavioral classroom management program, was implemented in an elementary resource room setting to see if there was an increase on the on-task behaviors in students with a diagnosis of autism. A single- subject, ABAB withdrawal design was used to assess the components of CW-FIT and the effect of the positive praise statements delivered by the classroom teacher to her students along with the students' academic progress during small group reading. Data were collected on two male students diagnosed with autism, and one male student diagnosed with emotional disturbance. On-task behavior increased the amount of student engagement across all participants to an average of 89.5%, 81%, and 86%. Additionally, the number of praise statements the teacher offered her students during small group reading sessions and the students' academic scores both increased.