Autism spectrum disorder (ASD) comprises the fastest growing neurodevelopmental disorders in childhood. Recent prevalence rates indicate that one in 68 children has been identified with ASD (Centers for Disease Control and Prevention, 2014). Delayed social communication skills and restricted and repetitive behavior are the recognized characteristics of ASD (American Psychiatric Association, 2013). Individuals with ASD commonly lack the ability to understand social cues. Social stories have been used to teach social awareness and socially appropriate behaviors (Ivey, Heflin, & Alberto, 2004). Developed in 1993 by Carol Gray, the Social Stories TM intervention describes a social situation from a student's point of view using short and simple sentences. Over the past two decades, teachers, parents, and other professionals have been using social stories with individuals with ASD and other disabilities. The No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004 require that only scientifically based interventions be used to support students with ASD (Odom, 2009). There are evidence-based practices (EBPs) related to positive outcomes for children with ASD (National Autism Center, 2009; Wong et al., 2014). However, teachers, other practitioners, and parents are often unsure which strategies are evidenced based (Lerman, Vorndran, Addison, & Kuhn, 2004). Due to the increase in the reported prevalence of children with ASD and their diverse learning characteristics, there is a growing demand for EBPs for this population. Recently, significant efforts have been made within the field of special education to identify EBPs (Campbell, 2013; Kratochwill et al., 2013). This review examined whether social stories interventions were deemed effective for individuals with ASD. To date, researchers have proposed different quantitative methods for interpreting the results of single-case research design (SCRD) studies; for example, percentage of nonoverlapping data (PND; Scruggs, Mastropieri, & Casto, 1987), percentage of data exceeding the median (PEM; Ma, 2006), percentage of data exceeding the median trend line (PEM