Objective: The purpose of this study is to systematically study the curriculum based on social emotional intelligence of students with autism spectrum disorder. In this research, a curriculum based on social emotional intelligence has been examined from all aspects. Method: The research approach is qualitative using a hybrid strategy. Recent research has been systematically selected to find the features and components of a curriculum based on social emotional intelligence. The study population is one of the researches of the last 15 years, which has been done through content analysis, classification and screening, and about 31 researches with qualified criteria and criteria have been purposefully selected, coded and classified, and the patterns, Theoretical foundations and main themes were extracted. Results: Then, using content analysis, four dimensions were identified, including twelve sub-categories in the form of curriculum approaches in four sub-categories, then curriculum objectives in three sub-categories, curriculum content dimension in three sub-categories, teaching-learning process dimension in three The subclass is the evaluation dimension in the curriculum in three subcategories. Conclusion: Based on the findings of the present study, it can be concluded that the curriculum based on students' social emotional intelligence is effective in students with autism spectrum disorder.