Abstract: Objective To explore the social cognitive characteristics and social integration needs of youth with autism spectrum disorder （ASD） based on the double empathy theory, and to propose potential social support measures to facilitate their social integration. Methods From August to October 2024, four youth with ASD were recruited for a qualitative research using in-depth interviews. A semi-structured interview design was adopted, and the interviews were conducted by telephone. Results Youth with ASD demonstrated distinct social cognitive challenges and coping strategies. They faced difficulties in understanding nonverbal information, facial expressions in particular, during social interactions. Although they cope through conscious attention regulation or verbal inquiries, it is still insufficient to address the complexity and variability of emotions, leading them to seek support in social cognition and interaction skills. In terms of social integration, they tended to prefer interest-driven and low-social-pressure environments but encountered conflicts arising from the double empathy paradox and sensory overload. To cope with conflicts, they employed diversified strategies such as avoiding face-to-face communication, adopting a “cold” approach, or resorting to written communication. In addition, youth with ASD generally emphasizes the important role of sensory environmental needs in their social integration, expressing demand for sensory-friendly modifications in public places （e.g., noise reduction spaces, appropriate lighting design） and technical support. Conclusions To construct social integration practices for the ASD population, it is necessary to implement the double empathy theory by providing social interventions that meet their skill-enhancement needs, by carrying out science popularization and public education to shape public awareness and reduce misunderstandings, and by enhancing sensory-friendly features in public spaces while establishing technology-assisted communication.