Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who attend three international primary schools in Hong Kong. Using an exploratory mixed-methods approach, the study investigates the children's participation and engagement when a Social Communication and Interaction model is in operation. The model is built around the concept of mediation and the use of tools, which were intended to encourage children with ASD to be engaged in high-level participation activities. Attention is drawn towards the children's growth of self-confidence, a reduction of adult support and the children's increased participation with others in the activity sessions.