Antecedent-based interventions are a way of reducing the occurrence of restricted repetitive behaviors demonstrated by children with autism spectrum disorder by altering or removing the stimulus that occurs before the behavior typically occurs. The following research seeks to provide teachers with a selection of antecedent-based interventions that can be implemented in the classroom in order to reduce the occurrence of RRBs. The following literature review analyzed twenty research articles acquired through searching three databases: EBSCO Host, Google Scholar, and Articles+. The research articles were then sorted by category, number of participants, diagnosis of participants, age of participants, target behavior, setting of intervention, implementer of intervention, duration of intervention, and year of publication. These factors were then analyzed for trends in order to illustrate how each contributed to the overall efficacy of an intervention. Through interpreting these data, this review provides teachers with antecedent-based interventions that teachers can use to reduce a wide variety of restricted repetitive behaviors in the classroom.