Children with Autism Spectrum Disorders (ASDs) have difficulties interacting socially with peers, especially in unstructured play settings. Generalized peer social engagement and initiations were targeted in two participants (one child with autism and one with Asperger’s Syndrome). In the first phase of the study, social facilitation techniques led to gains during intervention but failed to generalize outside of the intervention sessions. In the second phase, the children were provided with training for play and social initiations training. Following this phase, the children demonstrated generalization in both social engagement and initiations. The results are discussed in terms of the theoretical implications for incorporating initiations into social interventions.