We also come with very spiky ability profiles so we may be good and bad at two activities or skills that most people would think closely related.

From colour dominoes for simple matching and taking turn awareness, through all sorts of levels to complex cooperative interactive games, what works will be individual.
“Roll a die and move” games may be a real challenge for some, and seriously boring for others.

I help at two youth clubs for teenagers on the autistic spectrum, and some of my collection of unusual board-games have proven very successful and popular.
Some needing no reading or speech or even counting, some cooperative to engage those who haven’t yet accepted the idea of sometimes losing, some with decided winners and losers to help people with exactly that…

The key, I suggest, is flexibility and variability, and not making the educational games too overtly educational, squeezing all the “fun” out of it.
(which can teach the lesson that learning is boring or unpleasant)
“This game will teach you to…”

Social games may be less effective than a discussion about the same subject for those who are verbal learners.

We vary.

We find that matching cards usually work well. I have some boards with (for example) addition questions, like 45+89 and then another set of cards which has answers. Then they have to match them. It’s good because it’s visual and simple. But it really does depend on the children.