Home training methods for children with autism include the following: 1. Familiarize the child with the main forms of social interaction, including the four main forms of eye gaze, facial interaction, motor posture, and language. Parents must ensure that they are in a happy, face-to-face, intensive, back-and-forth interaction with their children in various activities. 2. When two or more people are together, the behaviors necessary to ensure that the interaction takes place include the basic behaviors of looking, pointing, responding, and speaking, as well as social initiative skills such as nodding in agreement, shaking one’s head in disagreement, asking for advice, asking questions, referring, telling, showing, showing off, initiating conversations, maintaining conversations, asking, and asking for help; 3. Organize social activities and social games at different levels according to the severity of the impairment. At the primary level, delayed gratification of needs can be used to highlight physiological and functional social game activities such as unexpected pauses in voice. In the intermediate level, functional social game activities such as cooperative games, turn-taking games, sharing games, competitive and confrontational games should be used. In the advanced stage, it is necessary to build on the games and activities of the intermediate stage and require the experience of non-functional social play activities such as pleasure and pain, victory and defeat, envy and jealousy in social interaction. It is important to note that although social training is the core, training is also carried out simultaneously in behavior management, cognition, self-care, motor and language according to the characteristics of different children. 4. When adopting punishment methods for undesirable behaviors, scolding and corporal punishment must be eliminated. It is also important to emphasize that the family should especially value the occasional appropriate communication behavior of the affected child. For example, a smile when the child sees his mother return home from outside, a turn around when he hears his father call, an unintentional index finger pointing at a bottle, a sound made to candy when walking to the kiosk, and a positive natural and slightly exaggerated response and reinforcement to this. This is also part of behavior therapy and is actually an instinctive behavior in children that should be highly valued. The last thing to emphasize is that parents should first understand the core issues and social impairments of children with autism when conducting home training. Developing the social adjustment skills of children with ASD should always be the core goal of ASD rehabilitation training. Therefore, all home training should be centered on improving the child’s sociality. The training should revolve around daily life events, leaning more towards human emotions, interacting and enriching episodes for things that interest the child, and combining name calling responses, gaze to gaze, and language training.