Positive reciprocal interactions are the basis for friendships. These interactions are facilitated by children discussing the things they have in common. A child who is nonverbal may miss interaction opportunities unless someone assists the peer in interpreting the child's nonverbal communication and alternate communication systems are in place. Three strategies are as follows.

• Address ongoing conversations or activities of the children.
• Relate information as well as experiences, thoughts and feelings on behalf of the child with a disability.
• Emphasize similarities among children.

These strategies allow peers to learn more about their classmate. The adult facilitator, by acting as an interpreter in an ongoing conversation or activity, allows the nonverbal child to contribute to the interaction. Relating information, feelings and thoughts helps peers to understand their classmate. For example, when a child asks "Why is David making that noise?". The teacher or other adult can relate that the child is feeling happy and facilitate a discussion on feelings and how other children act when they are happy. Also topics like pets, family, favorite activities and toys can be used to talk about similarities. For example, an adult with the child might be asked "Are you Kelly's mom?". A response might be " I am one of the teachers, but Kelly's mom is at home." " Where is your mom while you are at school?"