Despite deficits in academic outcomes for individuals with autism spectrum disorder (ASD), a relatively small proportion of intervention research has investigated interventions to address academic development for this population. This article includes a review of the research literature on the effectiveness of teaching academic skills to students with ASD using explicit and systematic scripted (ESS) programs. Nine studies were located and evaluated using descriptive analysis and quality indicators for single-case experimental design research. Results showed that only one study met all quality indicators for single-case research and that ESS programs are not evidence-based practices for individuals with ASD, though there is enough promise to warrant additional investigation. Limitations and areas of future research are discussed.