n impaired development in social interaction is a defining characteristic of high-functioning autism (HFA). Video modeling (VM), role play, and computer-based instruc- tion (CBI) have received empirical evaluation in the literature and are increasingly used in clinical practice as treatment ap- proaches for increasing social skills in this population. Systematic reviews of the efficacy and evidence base of these interventions for children and adolescents with HFA are lim- ited to date and are primarily narrative in methodology. It is true that much of what we know about VM, role play, and CBI is derived from reviews of the broader Autism Spectrum Disorder (ASD) population, which highlights the need to eval- uate the effects of these interventions on heterogeneous groups of ASD (i.e., HFA). The current study provides a fo- cused review of the efficacy and evidence base of VM, role play, and CBI for teaching social skills to children and ado- lescents with HFA. In addition, a set of stringent criteria were used to evaluate the status of these interventions as evidence- based practice (EBP; Reichow 2011). According to Reichow’s (2011) criteria, only one of the three interventions evaluated (i.e., CBI) had the accumulated evidence necessary to be clas- sified as an established EBP, while both VM and role play did not. Areas for future research and recommendations for prac- tice are discussed.