Children with autism spectrum disorder (ASD) experience difficulties with social play. They have some limitations in learning play skills and playing with peers. This study examines the effects of intervention, in an inclusive classroom, based on ecological assessment and conditions of social play selection on the engagement in social play of a child with ASD. The conditions of selection in social play were investigated based on this ecological assessment. The results indicated that the target play selected according to these conditions could be incorporated into the classroom program, and that the participant increased his time engaged in social play and interactions with his peers.