Teach Activities Preferred by Peers without Disabilities
Students with autism should be taught to use the materials that are commonly part of the social repertoire of typically developing students. For example, Koegel, Werner, Vismara, and Koegel (2005) found that teaching students with autism to engage in activities preferred by peers without disabilities, such as playing board games, playing with dolls, and painting, resulted in improved reciprocal social interaction and child affect. Therefore, as part of the ecological assessment process, teachers should carefully observe the types of toys, games, activities, gestures, verbal expressions, popular culture references (e.g., Star Wars™), and perhaps even clothing that are preferred by peers without autism. Then children with autism should be taught typical use of these materials and activities as part of socialization interventions.