An increasing numbers of students with autism spectrum disorder (ASD) are serviced in special and general education settings. Many students with ASD need behavioral supports in order to participate meaningfully in school settings. Function-based intervention has been shown to be effective in decreasing problem behavior and increasing appropriate behavior for students with ASD, however, there are still a number of gaps in the literature. The purpose of this study was to synthesize and examine the research on function-based intervention used in the reduction of problem behavior for students with ASD in school settings. Thirty-seven studies representing 62 participants were included in this review. Descriptive information on various characteristics of the participant, assessment, intervention, and study is provided. Limited teacher involvement and lack of evaluation of generalization and maintenance were common across the studies reviewed. Implications of the findings, study limitations, and recommendations for future research are discussed.