This mixed-method research study sought to improve outcomes for middle school students with Autism Spectrum Disorders (ASD) by using homework routines to deliver an intervention that employed parents as interventionists to develop students' self-management capacities. For students with ASD, developing independent skills is especially critical as they move through the K-12 system and prepare for adulthood. As key stakeholders in their child's education, the need for parents to develop skills that will support these efforts is also essential. For this study, the task of homework provided an arena to address independence and develop parents as interventionists. The design of this study combined a single-subject multiple-baseline design and qualitative methods including interviews and observations. The participants in this study were five middle school students with ASD, five parents serving as the primary interventionist, and each student's special education and general education math teachers. Results of this study indicate that the intervention was successful in helping students to increase level of task independence and decrease the amount of prompting needed during homework activities.