This chapter focuses specifically on autism intervention research to identify empirically supported thresholds for performance criteria and to clarify how their components function as study variables. Drawing on 161 studies published in leading behavioral journals and two meta-analyses, the chapter synthesizes data from 1407 cases involving 546 autistic participants. Performance-criteria components were examined to assess their relationships with task domains, participant characteristics, response maintenance, generalization, and instructional efficiency. Published autism interventions have shown that specific performance criterion levels are assigned depending on task type and age group. Higher performance-criteria levels were a consistent predictor of higher maintenance and generalization outcomes, but explained only a small portion of the variance. Performance-criteria frequency exerted higher frequencies were associated with longer instructional timelines rather than with superior outcomes. Analyses of trial intensity per session showed that more intensive instruction formats were associated with more intervention time; however, they did not make a difference in achieving criterion levels. This section highlights evidence-based recommendations for selecting and reporting performance criteria in autism studies, offering suggestions for performance-criterion levels that balance efficiency and long-term outcome sustainability, taking into account the characteristics of autistic participants and the types of behaviors being intervened on.