This study investigated the effectiveness of a training method that combined Thinking Maps and picture prompts in enhancing metaphor comprehension among four high-functioning Chinese children with autism aged 6–8 years, using a single-baseline, multi-phase experimental design. The findings revealed significant improvements in metaphor comprehension among participants who initially faced challenges with this skill. Specifically, the use of picture prompts, coupled with guiding questions, facilitated the activation of both visual and verbal semantic features. Thinking Maps, on the one hand, enhanced the children’s focus and processing of semantic features, and on the other, strengthened executive functions such as cognitive flexibility and inhibitory control. Although a slight decline in performance was observed during the follow-up period, the participants maintained an improved level of metaphor comprehension, further validating the efficacy of the intervention. These findings contribute to understanding the potential for improving language acquisition and social communication skills in children with autism, while also addressing core symptoms and promoting their overall mental health.