自1943年，美国精神病医生Kenner首次报道了自闭症儿童以来，世界各国开始了对自闭症儿童群体的关注。自闭症大多发病于婴幼儿期，是一种发展性障碍，症状主要包括沟通和社会交往能力缺失；刻板的、重复的行为等，且在儿童成年之后也普遍存在这些缺陷。同时自闭症儿童大多伴随着智力发育障碍、学习障碍、等其他障碍，对其的干预一直是治疗难点。自闭症患者尤其是在社会互动方面有严重障碍，这使得患者在日常生活中难以适应不能自我谋生，这不仅给患者及其家庭带来重大压力，也给社会带来很多问题。因此本研究从社会工作角度出发，探索社会工作对自闭症儿童社会互动能力的改善作用。 本文立足已有的自闭症儿童研究，采用小组工作的方法，对四名患有自闭症的儿童开展近三个月的干预。笔者首先通过访谈、参与观察和量表对四名儿童的社会互动能力进行评估，了解他们面临的问题，设计有目的的小组干预计划。在干预实施之后再次评估四位儿童的社会互动能力，分析干预前后他们的能力发展。最后发现，四位组员在干预之后，语言表达能力、认识水平、情绪控制能力、共同关注力和社会性方面都有明显的发展。 论文最后，对本研究进行反思，由于各方面客观主管因素限制使得小组工作的开展不够完善，干预效果由于受到小组环境的影响，其适用性问题需要更多证实。此外，笔者根据实习的经历和本研究的开展，对社会工作介入自闭症儿童的干预治疗提出了自己的见解。一方面，需要注重机构干预与家庭训练相结合，营造支持环境，保障孩子能够获得充分及时的训练。另一方面，要注重多学科领域的合作，自闭症本就是一个原因复杂的病症，其干预也需多方面的介入，多学科的合作才能给患者全面的训练，以帮助他们实现能力的提升。

Since 1943, Kenner, the American psychiatrist, reported the children with autism firstly. And the countries around the world have begun to pay attention to the group of them. Autism always onset in infants and young children and it is a developmental disorder. Symptoms mainly include lack of communication and social communication skills, stereotyped, repeated behaviors, etc., and these defects are also common when the children grow up. At the same time, most children with autism are accompanied by intellectual development disorders, learning disabilities, and other obstacles, so the intervention has always been a difficult treatment. Patients with autism have serious obstacles in social interaction, which makes it difficult for patients to adapt to their own daily lives. This not only brings significant pressure on patients and their families, but also causes many problems for the society. Therefore, from the perspective of social work, this study explores the role of social work in improving the social interaction of autistic children. Based on the existing research on children with autism, this article adopted the method of group work to carried out interventions for four cases for nearly three months. The researcher assessed the social interaction capabilities of the client through interviews, observations, and scales to understand the problems faced by the client and to design a purposeful group intervention plan. After the intervention, the clients’ social interaction abilities were assessed again, and the capability development of the owner of the case was analyzed. Finally, it was found that the four cases had obviously development on the language expression ability, understanding level, emotion control ability, mutual attention and sociality after the intervention. At the end of the thesis, I reflected on this research. Due to the limitation of objective supervisory factors in various aspects, the group work was not perfect. The effect of intervention was affected by the environment of the group, and its applicability needed more confirmation. In addition, according to the experience of the internship and this study, the researcher put forward the opinions on interventional treatment of children with autism. On the one hand, it is necessary to pay attention to the combination of institutional intervention and family training which can create a supportive environment and ensure that children can receive adequate and timely training. On the other hand, we must pay attention to cooperation in a multidisciplinary field. Autism is a complicated disease. Interventions also require multiple interventions. Multidisciplinary cooperation can give patients comprehensive training to help them achieve their abilities.