Ask them open-ended questions, encourage student collaboration and group projects, and give them assignments that allow them to reflect and synthesize what they have learned. But also consider the factors that could influence this approach.
Use a written or verbal schedule to prepare for change. Use positive and chronologically age-appropriate behavior procedures. Avoid “babying” your student on the spectrum by over-supporting his/her or speaking at a level associated with younger students. Consistent treatment and expectations from everyone are vital.