The use of artificial intelligence (AI) in the development of educational support virtual tutors for children with autism spectrum dis-order (ASD) has emerged as a promising area of research and application. These virtual tutors offer a variety of adaptive tools and resources that focus on enhancing the cognitive skills of children with ASD in a personalized and effective manner. This study presents a comprehensive state-of-the-art investigation, summarizing the main findings on the use of educational support virtual tutors for children with ASD to enhance their cognitive skills through artificial intelligence guidelines and recommendation. Toward a Systematic Literature Review (PRISMA-ScR) methodology a rigorous and systematic collection of relevant information, finding that, virtual tutors offer unique opportunities to enhance the learning and development of children with ASD, promoting academic and personal success, as well as being a potential transformer in inclusive education with a focus on personalization, adaptability and individualized feedback. The main results found mention that virtual tutors can improve the motivation and commitment of school children with autism in learning activities, by providing an interactive and attractive environment, complementing traditional interventions and improving learning outcomes. As a main conclusion is that the virtual tutors have the potential to be a valuable tool in supporting the learning of children with autism, but more research and innovative development could be useful to maximize their effectiveness and benefits.