This study examined the effect of a social-communication intervention on the play behaviors of children with autism. Six children between the ages of five and eight participated in this study that employed a single-subject, multiple baseline design. Children recruited from an urban Midwestern public school system participated in an intervention that utilized a plan-play-report format. A post hoc analysis was conducted to determine the effect of the intervention on peer communication, play behaviors and joint attention to determine if these behaviors were impacted by the intervention even though they were not specifically targeted. Results indicated that children demonstrate increases in their rates of the above behaviors. Discussion of results in light of known research in autism is highlighted.