The main adaptation problems of children with autism are interpersonal deficits and communication disorders, resulting in the inability to consider the other person’s intentions in interactions with others, or to behave in their own way, or to be obsessed with their interests, to insist on their own special ways of playing, to not accept interference, or to cry and get angry when their needs are not met. The primary goal of remedial parenting is to improve this stubbornness and to increase frustration tolerance and cognitive flexibility so that the child can adapt to the demands of a more complex social environment. The first step is to learn how to use the principles of “conditioning” in behavior therapy to develop the child’s ability to accept discipline, to help him or her set reasonable limits on his or her behavior, and to understand the concept of “normality” in society. In other words, in the process of conditioning, the child must not only learn to wait, delay immediate need satisfaction, and be willing to cooperate, but more importantly, he must be motivated to take into account the intentions of others in his own behavior in order to successfully meet the specified requirements. The goal of restraint is not only to negatively eliminate excessive behaviors formed by obsessive traits, but also to positively assist the autistic child in establishing correct learning habits and increasing appropriate behaviors. There is no objective guideline for what is reasonable for an autistic child, but rather a generalization – when the behavior is so excessive that it interferes with his or her own learning or interferes with the lives of others, the child should be restrained even if the behavior is not obviously abnormal in its content. For example, a child with autism is obsessed with numbers, so much so that he writes numbers as soon as he is given a pencil and paper, and ignores the teacher’s instructions when asked to draw in a drawing class. Behavioral limits. As long as these limits are reasonable, the enforcer is consistent, the child is assured that the limits are justified, and the child is given the opportunity to express his or her opinion, he or she can usually learn to control his or her behavior within these limits very quickly. When a child’s verbal comprehension is not yet sufficient to complete instructions by following directions, we usually lower the standard and begin with action constraints to help him establish reasonable limits on his behavior, and then gradually lead to acceptance of verbal constraints after understanding the relationship between following directions and the exchange of conditions for each type of enhancement. However, the ability to wait and learn to accept the fact that what they want is not immediately available when they want it is necessary before they can develop the habit of exchanging conditions. A child’s inability to wait or take turns is often due to a misunderstanding that “wait” means that the adult will not give him what he wants, so the instructor must be consistent and keep his word. Second, it is best to set progressive goals in advance, starting with a wide range of restraint, gradually increasing the items and time of restraint, and then slowly removing the external restraint conditions, hoping to lead to the ultimate goal of self-regulation of the child’s behavior, that is, to enhance the effectiveness of self-control. The ability to accept discipline is the first step in establishing appropriate study habits and adapting to group life in the future, while the development of spontaneity encourages children to develop their own interests in a lively manner within a reasonable range of behavior and without interfering with the learning of others. Especially for children who lack motivation and do not play on their own initiative, we must actively induce him to take an interest in external things, and only after he has a preference will he have the motivation to learn, and only then we may have the opportunity to use his favorite things as reinforcers to help him establish new behaviors. It is also important to encourage him to take the initiative to explore new environments, enrich the functional stimuli in his life, create opportunities to try different life experiences, and expand the good behaviors in the behavior inventory to replace or reduce inappropriate self-stimulated behaviors. For children with better initiative, the goal of parenting is to raise the level of play, to increase positive and meaningful play, and to make monolithic play, through a process of complication, gradually lead to functional therapeutic goals. Usually, when an autistic child’s play does not progress and starts to become homogenized, it means that the instructor’s approach may lack variation and the materials need to be adjusted. In addition, there is an important connection between spontaneity and the child’s ability to self-organize and plan his or her life. In the beginning, children usually live in a prearranged and regular environment, relying on their parents’ reminders to passively carry out their daily routines. However, slowly, this ability to follow the schedule should be enhanced to the point that even if the parents are not around to give instructions and slowly reduce their role as the leader, the child can still follow the established routine and take the initiative to execute it without special efforts to plan time for him.