This study examines the differences in play behaviors demonstrated by children with Autism Spectrum Disorder (ASD) when they engage in play with typically developing (TD) peers. Pairs of elementary school students, ages eight to 11, engaged in play in three settings: typical school recess, facilitated play led by adults, and kinetic technology play using an XBox Kinect video game console. Pairs consisted of one participant with ASD and a TD peer buddy who played together multiple times in each setting. Positive social interactions between the participants were observed and tracked. Visual analysis showed significance between the three conditions in eliciting positive social interactions for children with ASD and also for TD peers, specifically that more positive social interactions occurred within the kinetic technology play setting. Participant surveys showed mixed preferences for play conditions, most preferring either recess or kinetic technology play. This study contributes to our understanding of the way students with ASD engage in play with peers and highlights the potential benefits of video games in promoting positive play interactions for students with ASD, particularly in the school setting. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]