It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et al., 2016) presented several limitations, and with the increase in research are currently outdated. The purpose of this updated review was to assess the current state of the literature on mathematics interventions for students with ASD and identify any interventions which qualify as an evidence-based practice. Twenty-five of the 32 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 60 students with ASD. Virtual manipulatives (VMs) and modified schema-based instruction (MBSI) were determined to be evidence-based practices for students with ASD. Authors also noted that the majority (84.0%) of the included studies involved intervention packages and there is a need to extend research to high school aged students, teacher implementation, and small and whole group settings.