The work aims to explore relevant influencing factors of disruptive behaviors of children with ASD, guide the design of intervention products and reduce the frequency of classroom disruptive behaviors of children with ASD, and achieve a good classroom intervention training effect. First, based on the TPB theory and combined with literature review and expert interviews, the classroom disruptive behaviors of children with ASD were analyzed and screened to construct a set of influencing factors for classroom disruptive behaviors of children with ASD. Secondly, based on the GREY-DEMATEL-AHDT model construction, two groups of adversarial directed topological hierarchical graphs were obtained, and the main elements and the relationship between the elements were analyzed. Finally, field observation and research were conducted based on key factors. Behavioral intervention product design strategies were concluded to guide subsequent design practices. The experimental results showed that the intervention product design of this study had a significant intervention effect on some disruptive behaviors of children with ASD in the classroom. Introducing the TPB theory to analyze the internal factors of children with ASD expands the research on the influencing factors of ASD classroom disruptive behaviors. Moreover, the analysis results using GREY-DEMATEL-AHDT are intuitive and efficient, which can define the scope of subsequent design requirements research and provide reference ideas for related product design.