This study examined the effects of a graphic organizer intervention package on the quality and quantity of persuasive writing of three middle school students with Autism Spectrum Disorder (ASD). The intervention included a 3-day training which consisted of explicit instruction on the components of a persuasive essay, modeling and guided practice of graphic organizer completion, and translating graphic organizer notes into a draft. Following training, the students independently completed graphic organizers and wrote persuasive essays throughout the post intervention condition. A multiple baseline across students design demonstrated the intervention package was functionally related to improvements in writing performance as measured by total words written, correct writing sequences, and analytical rubric scores.