Four children with autism were taught play skills through the use of video modeling. Video instruction was used to model play and appropriate language through a developmental sequence of play levels integrated with language techniques. Results showed that children with autism could successfully use video modeling to learn how to play appropriately with toys in both structured and generalized situations, although the speed with which the progression was made was not uniform. In addition, some children showed an increase in the frequency and complexity of their language used when playing. (Contains 5 figures and 2 tables.)