Which activity would most likely support positive peer interactions for a student with ASD when developing friendships?

Which activity would most likely support positive peer interactions for a student with ASD when developing friendships?

• A. Facilitating listening and talking in peer lunch groups held in a comfortable setting
• B. Reading stories about students who have overcome a disability
• C. Watching videos of students having fun outdoors with their friends
• D. Creating sensory activities to calm agitated students

Answer: (A)

The main concept here is using structured, real-time social opportunities in a comfortable setting to help a student with ASD practice and build friendships. Facilitating listening and talking in peer lunch groups provides a regular, low-pressure context where the student can initiate conversations, take turns, and read social cues with peers and a supportive adult nearby. This setup reinforces reciprocal communication in a meaningful, functional activity—sharing a meal—so friendships can grow from consistent positive interactions and peer modeling. The other options offer helpful ideas in different ways but don’t provide the same direct, interactive practice with peers that is essential for developing friendships: reading stories is passive, watching videos is observational, and sensory activities aimed at calming focus on self-regulation rather than peer-to-peer socialization.

The main concept here is using structured, real-time social opportunities in a comfortable setting to help a student with ASD practice and build friendships. Facilitating listening and talking in peer lunch groups provides a regular, low-pressure context where the student can initiate conversations, take turns, and read social cues with peers and a supportive adult nearby. This setup reinforces reciprocal communication in a meaningful, functional activity—sharing a meal—so friendships can grow from consistent positive interactions and peer modeling. The other options offer helpful ideas in different ways but don’t provide the same direct, interactive practice with peers that is essential for developing friendships: reading stories is passive, watching videos is observational, and sensory activities aimed at calming focus on self-regulation rather than peer-to-peer socialization.