Childhood autism, also known as autism, is a biologically based, specific developmental dysfunction characterized by social, communication, and imagery deficits with stereotyped repetitive behaviors and, in some cases, other behavioral characteristics (e.g., self-harm, hyperactivity, etc.). Many patients have learning difficulties, low intelligence, and cognitive delays. According to the DSM-IVde diagnostic criteria, children with autism start before the age of 3 and usually have severe social interaction disorders and stereotyped repetitive behaviors, which can be divided into the following four manifestations: 1) isolation and dissociation, obsession with self and socialization difficulties; 2) prominent speech impairment, difficulty in normal language communication; 3) narrow interests, stereotyped repetitive behaviors, and opposition to environmental changes. 4.Intelligence impairment. Children with autism have significant unevenness in development between different abilities. This unevenness begins to appear at the age of 2-3 years, is most widely expressed at the age of 4-6 years, and has significantly decreased by the age of 7-9 years. 4-6 years is the promising period for intervention for children with autism, and 2-3 years is the best period for intervention. Childhood autism is a serious childhood mental illness. If the child is not provided with effective positive intervention, the end result will be “the child will degenerate into a small animal-like, non-communicative, emotionless child”. In the following, we will re-examine the direction of research on sensory integration disorders and propose appropriate treatment options for children with autism. Sensory integration training therapy: For children with autism, their sensory integration skills are not as well developed as those of normal children, but rather have certain deficits. Their sensory integration deficits are mainly manifested in the following areas: 1) body-motor coordination deficits; 2) structural and spatial perception deficits; 3) body balance deficits; 4) audiovisual language deficits; and 5) tactile defense deficits. Based on the sensory integration theory, the sensory integration training therapy is based on the plasticity of the nervous system during the development of children, and provides a control of sensory input to children with autism, so that they can integrate these senses and promote the neurophysiological development of the brain to improve motor coordination and language function of children. 1. When children are trained in the Big Slide, a large amount of visual, tactile and proprioceptive intelligence is sent to the brain, making the cerebellum more awake and directing the changes in tension. The integration of the brain-cerebellum operation strengthens the coordination of the overall motor function of the child. 2.Tactile learning activities training such as big cage ball, roller, jumping bed, sun tunnel, ball pool game, etc. can strengthen the child’s skin senses to receive stimulation information in order to correct the inhibition and motor ability of the vestibular nucleus regarding tactile stimulation, so that the processing ability of the brain can establish a good coordination relationship with the tactile nerves of the body, which has a stabilizing effect on the child’s emotion. 3. Children with autism should also be trained with balance tables, one-legged chairs, hanging cables and various balls. During the training, more than 6 kinds of sensory stimuli are provided at the same time, so that the overall body parts of the children can be coordinated, unified and balanced, and their social adaptation ability and motor and movement planning ability can be increased.