High prevalence of individuals with autism spectrum disorder (ASD) and the legislation movement impacted the placement of students with ASD in general education settings. Hence, the increase raised the need to conduct research for ASD populations, and to examine the effectiveness of these interventions. With the increase of single case-design (SCD) studies, there is a demand to include SCD in the evaluation of evidence- based practices (EBPs), to analyze and interpret SCD results in meaningful ways beside visual analysis, and to generate effect size estimates. This dissertation contains four systematic literature reviews which examine single-case intervention research targeting academic, social communication, play, and functional life skills for children with ASD in school settings. 132 studies with 924 AB phase contrasts were analyzed using visual analysis and three non-overlap measures. Sensitivity and specificity of Tau-U, IRD, and Baseline Corrected Tau were tested on detecting intervention effects. Also, the three methods were examined in their agreement with interpretations based on the visual analysis and the effect of confounding factor on their scores. The analysis demonstrated that the three methods performed fairly well in distinguishing effective from non-effective interventions. The three non-overlap methods had a moderate to substantial level of agreement with visual analysis. The author recommended further research on the impact of confounding factors especially baseline trend and autocorrelation as well as the use of effect size methods with high sensitivity and visual aids to improve the reliability and accuracy of visual analysis.