Autism in students often presents as social interaction difficulties. Social theory offers a valuable framework and approach to guide interventions aimed at promoting social development among students with autism.

The study conducted research on a group of students diagnosed with autism in a southwestern China hospital in 2021. Participants included 25 students aged 3-6, 30 students aged 7-12, and 5 students aged 13-18. The total sample of 60 students was divided into two groups: an experimental group and a control group. The experimental group received medication treatment as prescribed by doctors, while the control group underwent regular psychological treatment at the hospital’s psychological treatment center in addition to medication. After one year of treatment, the effectiveness of the interventions was assessed using EEG, SPECT examination results, and SPSS23.0 for statistical analysis.

Among the experimental group, 10 patients achieved recovery, 12 demonstrated significant improvement, and 8 did not achieve recovery. In the control group, 15 patients recovered, 15 showed significant improvement, and none did not recover. The difference in outcomes between the experimental group and the control group was statistically significant (P<0.05).

Social theory plays an important role in the treatment of student autism, as it can help students establish and develop social skills for autism. By creating a positive social environment, comprehensive social support and education can be provided for students with autism.