A growing number of studies have investigated technology based interventions (computer, phone, tablet, robot, etc.) for supporting children and teenagers with ASD, notably in school settings. Past reviews stressed study-design weaknesses of TBI researches. This systematic review has threefold purpose: 1) to update the previous ones with a focus on clinical-quality studies; 2) to examine reliability, consistency, durability and generalization of measurements; and 3) to compare the methodology of two cores of studies according to two dimensions: Therapeutic Effectiveness (TE) and Technology Usability (TU). From the 685 search results, 31 studies were selected (22 on TE, 6 on TU, and 3 on TE-TU). Overall, few studies reached the standards of evidence-based practices (reliability, consistency, durability, generalization). TE studies provided more evidence of their reliability than TU and TU-TE studies. Moreover, the examination of studies’ results revealed that: 1) the more robust study designs, the less consistent TBI effect, 2) the more reliable the measure, the less large TBI-related effect size. Although less robust, TE-TU studies can be seen as an emerging interdisciplinary approach, combining expertise in human-computer interaction and clinical research.