Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research.