Objective Observing the effect of vestibular stimulation combined with auditory integration training in the rehabilitation treatment of language dysfunction in children with autism.Methods One hundred and ten cases of autistic children treated in our hospital from July 2021 to October 2024 were selected and divided into two groups of 55 cases each using the random number table method. The conventional group was given auditory integration training intervention, and the vestibular stimulation group was given vestibular stimulation combined with auditory integration training intervention. The clinical language function questionnaire (CLSQ) scores, autistic children"s behavioural checklist (ABC) scores, 0-6 years old paediatric neuropsychological developmental scale (DQ) values, children"s quality of life pervasive core rating scale (PedsQL4.0) scores, and autistic children"s social skills scale (ASSS) changes were evaluated, and the children"s language developmental delay examination (S-S) efficacy of language development was counted in both groups. ) language development efficacy.Results There was no difference in the pre-intervention CLSQ scores between the two groups (P>0.05). The pre-intervention CLSQ scores of expression and cognition dimensions in both groups were higher than the pre-intervention scores, and the post-intervention CLSQ scores in the vestibular stimulation group were higher than those in the conventional group (P<0.05). There was no difference in pre-intervention ABC scores between the two groups (P>0.05). The pre-intervention ABC scores of the five dimensions of sensation, social interaction, somato-motor, language, and self-care in both groups were lower than the pre-intervention scores, and the post-intervention ABC scores in the vestibular stimulation group were lower than those in the conventional group (P<0.05). There was no difference in the comparison of DQ value and PedsQL4.0 score before intervention between the two groups (P>0.05). Pre-intervention DQ values and PedsQL4.0 scores of both groups were higher than pre-intervention, and post-intervention DQ values and PedsQL4.0 scores of the vestibular stimulation group were higher than those of the conventional group (P<0.05). There was no difference in pre-intervention ASSS scores between the two groups (P>0.05). The five dimensions of social tendency, social cognition, social participation, self-regulation, and social communication scores in the pre-intervention ASSS scores of both groups were higher than the pre-intervention scores, and the post-intervention ASSS scores of the vestibular stimulation group were higher than those of the conventional group (P<0.05). The total effective rate of S-S language development in the vestibular stimulation group [90.38% (47/52)] was higher than that in the conventional group [75.00% (39/52)], which was different (P<0.05).Conclusion Vestibular stimulation combined with auditory integration training improves language function and abnormal behaviour, social interaction and quality of life in children with autism.