Play is a universal activity that is an integral part of childhood experiences and aids in the development of important skills. While most children naturally engage in play, children with autism spectrum disorder (ASD) do not follow the typical pattern of play development and often exhibit delays in play skills. One of the defining characteristics of autism is a lack of pretend and imitative play. Given the academic, social, and cognitive benefits of learning through play, educators should make play an intervention goal for children with ASD. The majority of studies reviewed identified three effective instructional strategies for teaching play skills: video modelling, pivotal response training, and script training. These strategies result in increased levels of play, positive social interaction, and decreased inappropriate behaviours.