Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and pivotal response training (PRT), two different evidence-based practices for learners with autism. We coded 24 scripting and 18 PRT studies and synthesized results according to four constructs of intervention intensity. Results indicated varied reporting of intervention intensity within and between studies. Only seven (29%) of scripting studies and one (6%) PRT study reported information sufficient to determine intervention intensity. Scripting and PRT researchers reported similar rates of opportunities to respond. Implications for researchers and professionals are discussed along with limitations and instructions for future study.