孤独症谱系障碍（ASD）以社会交往困难及刻板、重复的行为模式为主要特征。近年来，自传体记忆（AM）在儿童自我意识和社会能力发展中的重要性日益凸显。本文系统梳理了ASD儿童自传体记忆的主要异常，包括难以提取具体的事件细节、情绪表达不足以及个人叙述的不连贯等问题。这些异常不仅阻碍了个体形成清晰、连贯的自我认知，也限制了其分享个人经历和理解他人视角的社会功能。从认知层面来看，上述问题与执行功能缺陷、语言沟通障碍以及情绪调节能力薄弱密切相关；从神经机制层面分析，默认模式网络（DMN）的功能异常可能导致个体难以高效地加工和整合自我相关信息。此外，本文还详细探讨了可行的干预策略，包括由家长引导的回忆互动训练，以及直接针对ASD儿童的叙事技能训练项目，旨在通过改善自传体记忆功能，提升其自我认知水平和社会交往能力。深入阐明自传体记忆与ASD核心症状的内在关联，可为临床实践和教育干预提供更具针对性的理论依据，从而促进ASD儿童在认知、情绪与社会领域的全面发展。

Autism spectrum disorder (ASD) is primarily characterized by impairments in social communication and the presence of restricted, repetitive behavioral patterns. In recent years, there has been growing recognition of the significance of autobiographical memory (AM) in the development of children's self-awareness and social skills. This review comprehensively summarizes the atypical manifestations of AM observed in children with ASD, specifically highlighting their difficulty in retrieving detailed event information, limited capacity for emotional expression, and tendency to produce fragmented personal narratives. These memory deficits may hinder the establishment of a coherent self-concept and negatively affect social capabilities, including sharing personal experiences and understanding others' perspectives. At the cognitive level, these memory impairments have been linked to deficits in executive functions, language abilities, and emotional regulation. From a neurobiological perspective, dysfunction within the default mode network (DMN) may disrupt effective processing and integration of self-related information. Furthermore, this review discusses potential interventions, such as parent-guided elaborative reminiscing and narrative-based training programs tailored specifically for children with ASD, aimed at enhancing their autobiographical memory skills and subsequently improving self-awareness and social competence. Clarifying the connection between AM impairments and core ASD symptoms can guide more precise clinical and educational interventions, ultimately facilitating comprehensive cognitive, emotional, and social development in affected children.