Students with autism have unique characteristics in social interaction, emotional management, and learning styles, which may be overlooked in the larger environment of universities and affect their learning and life. Therefore, from a psychological perspective, exploring the problems and innovative approaches in student management in universities, with a focus on autistic students, has important theoretical and practical significance.

The subjects of this study were 206 college students studying at a certain university, all of whom had varying degrees of autism. These students were equally divided into an experimental group and a control group. The experimental group conducted innovative management based on the management innovation pathways collected through expert surveys, while the control group only managed in traditional ways. The management experiment lasted for 60 days. Before and after the experiment, each group of students needs to be tested with the Autism Behavior Checklist (ABC).

The experimental results showed that there was no significant difference in any baseline data between the two groups before the start of the experiment, and there was no significant difference in ABC scores. After the experiment, the total ABC scores of the experimental group and control group students were 33.6 ± 2.9 and 42.2 ± 3.1, respectively, with lower scores and significant differences in the experimental group.

The expert group members found that managing college students through multiple innovative university management methods that focus on students and balance humanization and institutionalization can help improve the symptoms of students with autism.