Among them the establishment of environment. The environment a child learns in must be comfortable and the student must feel safe, more so with a child with autism (Clark & Smith, 1999). .
Pictures and Photographs.
Structure in a classroom is very helpful, teachers can post cards around the classroom, these cards should contain simple words and symbols. They should be placed in play areas, and work areas, the cards should remind students to cooperate, share, and take turns. In addition to post cards, posters and photographs should be posted. These demonstrate the importance of collaboration, and the success of collaboration. They also illustrate cooperative work, and play (Clark & Smith, 1999). .
Class schedules and rules.
When posting the class schedule words and pictures should be used. This provides encouragement for students and their routines. The classroom rules should also include words and pictures. This integrates prosocial behaviors to increase positive social behaviors. The environment a child with autism, learns in is important and a key aspect in learning to their highest potential (Clark & Smith, 1999). .
Peer Mediated Intervention.
Peer mediated intervention can also be a helpful tool. For example social skills, games, and play groups. Putting children in three to five groups with target child can increase affiliation and friendship. Also, by making the group and activity age appropriate. Another helpful tool is lunch buddies. Again children will be in three to five groups and all age appropriate. Recess buddies, also will help, selecting an activity, and playing for ten minutes will help initiate interactions (Kamps, 2002).
Peer mediated interventions increase social interactions between peers with or without disabilities. The interventions teach students to initiate interactions by teaching prompting skills to initiate play (Kamps, 2002). These prompting skills encourages students to engage while using their skills (Morrison, 2001).