This study aimed at identifying the efficiency of peer teaching of developing non-verbal communication to children with autism spectrum disorder (ASD). The study was carried out on a sample of (10) children with autism spectrum disorder (ASD), diagnosed according to basics and criteria adopted at Al-taif qualification center at (2013) in The Kingdom of Saudi Arabia (KSA). The sample was divided into two (5) students groups, experimental and control. Researchers prepared peer teaching sessions and non-verbal communication scale and established its validity and reliability significances, Mann Whitney and Wilcoxon test in testing research hypothesis. Results showed statistically significant differences at (a=0.05) level in experimental group due to peer teaching, of developing non-verbal communication, efficiency to children with autism spectrum disorder (ASD), however these differences were not found in experimental group on the scale at (2) month follow-up experiment, indicating the peer teaching efficiency effect on non-verbal communication to children with autism spectrum disorder (ASD) lasted after terminating the program.