Play is an essential skill for children in early intervention settings and contributes to social and emotional development. Children with autism spectrum disorder (ASD) often show significant delays in action-on-object play skills, vocalizations during play, and novel responding. By assessing and targeting play, children with autism can acquire play skills which may increase the likelihood of inclusion in a classroom setting and provide increased opportunities for peer and adult interaction. The current study evaluated the effects of apps as a video model to increase the duration of play, independent and novel action-on-object play, and independent and novel vocalizations during play. Current assessment and intervention strategies, as well as the need for further research making use of current technology and apps to increase play skills for school-age children with autism are discussed.