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Peer-mediated interventions — training typically developing peers to model and prompt social interaction — reliably increase the social interaction of autistic students in inclusive settings and are among the better-supported social interventions, though effects are strongest for increasing interaction frequency and weaker for child-initiated social bids, with generalization and maintenance less consistently demonstrated.
Social-skills interventions for autistic children and youth produce small-to-moderate gains on rated and tested social skills, but improvements often reflect social KNOWLEDGE more than real-world social PERFORMANCE, generalization and maintenance across settings are weak, and effect sizes shrink under more rigorous designs and independent informants.
Physical restraint and seclusion in schools are disproportionately used on students with disabilities, carry documented risks of physical and psychological harm, and lack evidence that they improve behavior or serve any therapeutic or educational purpose; the science supports their use only as emergency last resorts to prevent imminent serious harm, not as behavior-management tools.