The current study aims to determine whether the response cards are an evidence-based strategy for academic and behavioral support for students with disabilities. For this purpose, a literature review was conducted to determine studies that implemented the response cards strategy (RCS). The rigor of the studies was evaluated using What Works Clearinghouse (WWC) design standards of single-case experimental research and was calculated treatment effect estimates using Tau-U. A total of eight single-case experimental research studies with 21 participants published between 2003 and 2020 met the inclusion criteria and were included in the current meta-analysis. The weighted aggregated treatment effect of RCS on student learning outcomes was 0.86. This meta-analysis provides sufficient evidence to consider the response cards as an evidence-based strategy.