Abstract
This study attemps to analyze the single-subject design studies related to school subject(reading, writing and math) for students with autism spectrum disorder.
 Method: 19 studies were selected based on inclusion criteria. The characteristics of research were analyzed on the basis of CEC(2014) qualitative indicators. The effect size was also analyzed the independent variables based on Evidence-Based Practice (EBP), and calculated as the Percentage of Non-overlapping Data (PND). Result: The very effect size PND was found based on the independent variable being Visual supports(VS), Discrete trial training(DTT), Video modeling(VM), Direct instruction(DI), VS+DI and Technologyaided instruction and intervention(TAll). Quality indicators show that 80% of studies evaluated were experimental environments, participant, dependent variable, independent variable, treatment integrity and internal validity. Additionally, 16 of 19 studies met more than 80% of the CEC quality indicators. Conclusion: These results address the need for more intervention strategies based on EBP to teach school subjects for students with ASD and should be emphasized using quality indicators for single subject research. According to the result, future direction for research school subject with students with ASD was discussed.
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