At a young age, children with autism spectrum disorder (ASD) exhibit restrictive/repetitive or stereotypical behaviors that hinder their participation in the general community. The play activities of children with ASD often lack creativity, diversity, and flexibility due to deficits in social and communication abilities. Play activities for children with ASD may be characterized by lining up objects, repeating actions over and over, failing to adjust to new rules in a game, and failing to play with others (Rudy, 2021, Wolfberg and Schuler, 2006). Challenges in social communication and interaction are linked to poor academic, social, and employment outcomes for children with ASD (Barton et al., 2018; Barton 2014). If carefully selected and appropriately applied, play activities have the potential to improve social communication, and behavioral outcomes for children with ASD, thus, enhancing their integration into the community. For play activities to be meaningful, they should be socially valid, fulfilling, and age-appropriate. The purpose of this systematic literature review was to identify effective interventions that involved typically developing peers or adults aimed at enhancing play for children with ASD. This study reviewed 20 empirical studies that investigated different interventions to increase play skills for children with ASD. The studies included single-case designs (SCDs) and group design studies published from 2000 to 2022. The studies were evaluated for methodological rigor and quality using quality indicators suggested by the Council for Exceptional Children (CEC; Cook et al., 2015). In most studies play interventions were a multi-component package. Some intervention components such as following the child's interest, prompting, video modeling, and live modeling featured more frequently. Other intervention components such as priming and social stories appeared less often. Findings of the studies indicated that the strategies were effective in teaching play skills to children with ASD when incorporated with other practices. Implications of interventions aimed at improving play skills for children with ASD are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]