Background: Students with ASD are facing challenges in inclusive school settings. Despite some research have explore some components of peer-mediated intervention, there is gap between the practical implementation and current knowledge.

Research aim: The research aims to synthesize the knowledge about school-based peer-mediated intervention for children with ASD.

Method: The systematic review was applied in this research. Intervention component analysis to identify the component of PMI. Reichow’s evaluation instrument were used to assess the quality of included studies. 

Conclusion: The content of peer-mediated intervention includes the PMI types, intervention intent and the combination of phases. Intervention outcome includes the measure methods and the result of outcome. The shared phases of conducting peer-mediated interventions are students recruitment, peer training and students meeting. The components of peer training are training package, deliver method and intensity. The components of students meeting are setting, context and intensity. Three of studies were assessed as strong quality of research, ten studies were assessed as adequate quality of research.