Autistic spectrum disorders (ASD) are syndromes with social interaction disorders as the core manifestation, including autism, Asperger’s syndrome, and pervasive developmental disorder that cannot be classified (PDD-NOS). To date, its etiology is unclear, and most scholars believe that autism likely has an underlying genetic cause or genetic defect and is caused by many different genetic mechanisms and inherited genes, rather than by one or a few major genes and environmental factors [1, 2]. Analysis of chromosomal abnormalities (including chromosome breaks, translocations, duplications and deletions) in children with autism has revealed that the chromosomal abnormalities associated with autism are mainly located at the following sites: 2q37, 5p14-p15, 11q25, 15q11-q13, 16q22-3, 17p11-2, 18q21-1, 18q23, 22q11-2, 22q13-3, Xp22, with chromosome 7, 15 and 22 abnormalities being the most commonly reported [3]. Recently, some scholars have combed through the exploration of autism pathogenesis from environmental, biological, cognitive, and ecological orientations [4], especially the ecological orientation provides us with new perspectives. The ecological approach to autism was formally proposed by Loveland (1991) [5], who argued that autism is not a static syndrome that exists within the individual, but a developmental process that occurs through the interaction between the individual and the environment. According to researchers of the ecological approach, the abnormal environment in which autistic individuals live is both a consequence of their early neurobiological impairments and an important factor in the subsequent development of neurological and behavioral abnormalities [6]. Typical childhood autism presents with social interaction deficits, verbal and nonverbal communication deficits, special interests, and stereotyped behaviors. The prevalence has been reported differently from place to place [7], but there is a significant overall increasing trend, with a prevalence of 0.6% of childhood autism reported abroad [8]. To date, there are no effective medications for the core language and communication disorders. Pharmacological therapies have failed to fundamentally change the condition of autistic patients and are limited to controlling one aspect of behavioral symptoms, with unsatisfactory overall efficacy [9, 10]. Therefore, non-pharmacological interventions are particularly important for patients with ASD. Zeng Haihui, Department of Rehabilitation, Yuexiu District Children’s Hospital, Guangzhou, China 1. Non-pharmacological interventions LJ Helfin et al [11] divided various non-pharmacological autism therapies into the following four categories:① therapies based on promoting interpersonal relationships:including floor time (floor time) therapy established by Greenspan, interpersonal relationship development intervention (RDI) established by Gutstein relationship development intervention, RDI) therapy; ② skill development-based (skill-based) intervention therapy, including picture exchange communication system (picture exchange communication system, PECS), behavior breakdown training method (3) physiologically oriented interventions, including sensory and auditory integration training, detoxification therapy, and dietary therapy; (4) integrated therapies, treatment and education of autistic and related disorders children (treatment and education of autistic and related disorders); and treatment and education of autistic and related communication handicapped children (TE- ACCH), and applied behavioral analysis (ABA) belong to this category. 1.1 Structured education (treatment and education of autistic and related communication handicapped children, TEACCH) Structured education (TEACCH) [12, 13] was developed by the University of North Carolina schopler TEACCH is an educational approach for children with autism established by schopler at the University of North Carolina. The training includes imitation, gross and fine motor, perceptual skills, cognition, hand-eye coordination, language comprehension and expression, self-care, socialization, and emotion. The core of the program is to improve the autistic child’s understanding of and compliance with the environment, education and training content. It is based on the principle of “structure”, which refers to the structured teaching environment, structured work time, structured work system and structured visualization, and the systematic and organized arrangement of the learning environment, including time, space, teaching materials, teaching aids and teaching activities according to the learning goals of children with autism. The design is based on a systematic and organized arrangement of the learning environment, including time, space, materials, teaching aids and teaching activities. Li Cui-luan et al [14] implemented a 6-month structured training program for 44 autistic children and showed significant improvements in language, social interaction, perception, and behavior. Zou Xiaobing et al [15] concluded that home-based structured education was effective in improving the prognosis of children with autism. 1.2 Applied behavior analysis therapy (ABA) ABA [16] adopts the principle of behavior shaping and positive reinforcement to promote the development of various abilities in children with autism.The core part of ABA is discrete trial training (DTT), which includes: 1. task analysis and decomposition; 2. discrete task reinforcement training; 3. reward (positive (Reinforcement) task completion, each completion of a discrete task must be given reinforcement (reinforce), reinforcement is mainly food, toys and verbal praise. Reinforcement is gradually withdrawn as progress is made; 4. Prompt and fade, different levels of prompting or help are given according to the child’s development, and the prompting and help are gradually reduced as the child becomes more proficient in the learned content; 5. Intertrial interval, a short break is needed between two decomposition tasks. Li Xuerong et al [17] treated 30 cases of children with autism with behavioral therapy, and the results showed that the effective rate of stereotyped repetitive behavior, disinterest in things, and inability to take care of themselves was 90%; the effective rate of hyperactive behavior was 93.1%; and the effective rate of self-injury, other injuries, or violent tendencies was 96.2%. 1.3 Relationship Development Intervention (RDI) [18} is a training method proposed by Dr. Steven Gutstein, an American clinical psychologist, in recent years to address the core deficits of children with autism.Gutstein believes that the pattern and sequence of interpersonal relationship development in normal children is: gaze – social reference -Interaction-Coordination-Emotional Experience Sharing-Enjoyment of Friendship. As the neuropsychological mechanisms of autism have been studied, “theory of mind” deficits have been identified as one of the core deficits of autism, mainly referring to the lack of the ability to make mental assumptions about others. The core deficits of autistic children include lack of eye contact, inability to form joint attention, inability to distinguish facial expressions, inability to develop social referencing skills, inability to share feelings and experiences with others, and inability to form emotional connections and friendships with relatives, and a training program consisting of hundreds of activities including various interactive games has been designed for autistic children. Li Xuerong et al [17] used individualized social skills training for 30 children with autism and found that the difficulty in establishing friendships was 86.6%; the lack of sharing ability and inability to seek comfort from others was 66.6%; the lack of eye contact was 71.6%; and the lack of social and emotional communication was 76.9%. 1.4 Floor time training system The floor time training system established by IG Greenspan et al [19] is also based on interpersonal relationships and social interaction as the main body of training, but different from RDI, in the floor time training, the teacher or parents according to the activities and interests of the affected children to decide the content of training, in the training parents or teachers to cooperate with the activities of children, while in the training process constantly Create changes, surprises, difficulties, guide children in the free and enjoyable time to build problem-solving skills, so as to develop social interaction skills. 1.5 Sensory integration training[20] Dr. Jean Aryes, a child psychologist at the University of Southern California, proposed the theory of sensory integration by combining the neurological development of the child’s brain with psychological development. Central integration theory suggests that individuals with autism often process information in a fragmented manner rather than looking at the big picture because of their weak central integration tendencies [21]. Sensory integration is the process by which individuals form effective combinations in the central nervous system of information from various sensory stimuli (visual, auditory, tactile, etc.) that enter the human brain. Sensory integration therapy is to provide children with sensory integration disorders with a control of sensory input, especially training the sensory input from the inner ear vestibular system, which is responsible for body balance, direction and speed, muscle joints and skin, so that the child can integrate these senses and promote neurological function. Rong-Yuan Li et al [22] trained 50 children with autism with sensory integration for 6 months, and the children showed better improvement in vestibular imbalance and tactile hypersensitivity items, followed by proprioceptive items and poorer learning ability items, and the autistic children showed some improvement in language, interaction, sensory and somatic motor skills impairments, but poorer improvement in self-care abilities. Gao Yingying et al [23] used sensory integration training to treat 11 cases of children with autism, and the results showed that all social difficulties were improved with an efficiency of 100%, language communication skills with an efficiency of 72.7%, behavioral disorders with an efficiency of 75%, and hypersensitivity to the outside world with an efficiency of 83%. 1.6 Auditory integration training[24] Invented by French physician G. Berard, auditory integration training corrects the dysfunctional processing of sound in the auditory system and stimulates brain activity by having the patient listen to modulated music, thus improving language disorders, interaction disorders, emotional disorders and behavioral disorders. Children with autism have hypersensitivity to sound, and auditory integration training can filter out certain hypersensitive frequencies of sound, reduce the sensitivity of certain areas in the inner ear and brain, and enable them to receive stronger stimulation from other frequencies of sound, so that the trainees can receive sound more clearly and thus enable them to learn sound and behavior better. Yao Meiling et al [25] treated 15 children with childhood autism with digital auditory integration training, in which the rate of increase in communicative behavior was 66.67%, the rate of decrease in repetitive language was 60.00%, the rate of improvement in language comprehension was 86.67%, the rate of improvement in mood was 73.33%, and the rate of improvement in sleep was 13.33%. 1.7 Music therapy The human body almost always has a special response and preference for sound, especially musical sounds, and children with autism are no exception, which provides a strong basis for the possibility that children with autism can receive musical stimulation. Music therapy has been reported to be very helpful for autistic children’s communicative and language skills as well as for improving their mood. Liu Fengqin [26] provided music therapy to a child with autism and significantly improved his social skills. 1.8 Language training Almost all children with autism have varying degrees of language development and thought communication disorders, such as delayed language development, reversal of personal pronouns and abnormal performance of reflexive language, articulation, tone, rhythm, rhythm, and volume, and language training can improve the language ability of the affected child. Liu Xiaoying et al [27] individualized the training of 20 cases of autistic patients with speech and language disorders and achieved good results. Li Xuerong et al [17] used individualized language training for 30 children with autism and found that the effective rate of not responding to others’ instructions was 87.0%; the effective rate of spontaneous shouting, howling or crying was 95.4%; the effective rate of not being able to speak monosyllabically was 86.6%; the effective rate of stereotyped and repetitive language was 80.0%; the effective rate of mispronunciation was 66.6%; the effective rate of not being able to talk to others was 80.0%; the effective rate of monotone speech, too fast or too slow speech was 42.9%. 1.9 Acupuncture therapy The clinical study by Yuan Qing et al [28] suggested that Jin San Acupuncture Therapy was effective in improving the oral, visual, perceptual and motor skills of children with autism. The “Jin San Acupuncture Therapy” is a kind of acupuncture therapy with specific acupuncture points, which is the summary of Prof. Jin’s clinical practice for many years, especially the application of head acupuncture, so the head acupuncture points are mainly used. The “Ten Items of Autism” is a special formula for the treatment of autism in children in the “Jin San Acupuncture Therapy”. The “four sacred needles” are located at the top of the head, when the medulla oblongata; “brain three needles” when the sun’s punch, as the gateway to the brain system and the empty orifice; “temporal three needles” is located in the Shaoyang, Shaoyang in the body The “temporal three needles” are located in Shao Yang, which is in the middle of the body, like the pivot of the portal, and rotate by it, so that Ying and Wei can enter and leave the body as usual. The “superior temporal three needles” are used to strengthen the qi and blood flow of the left side of the foot Shaoyang bile meridian and improve the local blood flow in the temporal lobe, frontal lobe and parietal lobe of autistic patients. The “three needles of the tongue” are used to pierce the root of the tongue to unblock the qi and blood in the tongue, so as to open the orifice and enlighten the speech. The “hand wisdom acupuncture”, “foot wisdom acupuncture” and “awakening acupuncture” are used for strong stimulation to increase the child’s sensitivity to pain and sound, and to increase the child’s ability to communicate with the outside world. In a controlled study by Yan Yufen et al [29] on 40 autistic patients, it was suggested that acupuncture combined with ABA training, guided education and sensory integration training was more effective than rehabilitation training alone. Wang Chunnan et al [30] conducted a controlled study of 60 patients with autism and found that electroacupuncture with behavioral therapy had better efficacy than behavioral therapy alone. It was reported [31] that children with autism do not perceive various sensory stimuli and stimulation intensities significantly, and stimulating the above acupuncture points may directly stimulate the corresponding cerebral cortex to a certain extent, thus achieving improvement of clinical symptoms. 1.10 Play therapy [32] Some people reported that the treatment of autism with the aid of play therapy has been very effective. 2. Summary and outlook In summary, there are many intervention methods for childhood autism, each with its own advantages and disadvantages. It is especially important to adopt a comprehensive treatment approach before the etiology of autism is fully understood. 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