一、中文部分：
王大延（1994）。自閉症者的特徵。特殊教育季刊，52，7-13。王大延譯（1996）。自閉症家長手冊（原作者：Hart, C.）。臺北市：中華民國自閉症總會。（原著出版年：1993）
王敏薰（2008）。亞斯伯格症學生寫作教學研究（未出版碩士論文）。國立臺灣師範大學，臺北市。王翌蘋（2009）。自我調整策略發展寫作教學與概念圖寫作教學對提升國小六年級學生之寫作自我調整、寫作表現與寫作動機之比較（未出版碩士論文）。國立屏東教育大學，屏東市。孔繁鐘編譯（1999）。DSM-IV精神疾病的診斷與統計。台北市：合記。
何北音（2006）。揚帆，航向大學新生活---亞斯伯格青年之個案研究（未出版碩士論文）。國立臺灣師範大學，臺北市。余民寧（1997）。有意義的學習－概念構圖之研究。臺北市：商鼎文化。
余民寧、潘雅芳、林偉文（1996）。概念構圖法：合作學習抑個別學習。教育與心理研究，19，93-124。李安妮（2006）。應用自我調整策略發展模式(SRSD)於學習障礙學生寫作教學。特殊教育季刊，98，32-40。杜淑貞（2001）。小學作文教學探討。臺北市：文津。
谷瑞勉譯（1999）。鷹架兒童的學習-維高斯基與幼兒教育（原作者：L. E. Berk & A. Winsler）。臺北市：心理。（原著出版年：1995）
宋維村（2000）。自閉症學生輔導手冊。教育部特殊教育小組主編。國立臺南師範學院特殊教育中心編印，臺南市。沈麗蓉（2006）。合作學習式概念構圖作文教學對國小作文低成就學生寫作成效之研究（未出版碩士論文）。國立花蓮教育大學，花蓮市。孟瑛如、邱佳寧（2005）。學習障礙學生寫作教學法介紹。國小特殊教育，39，68-80。林 燕（2006）繪本閱讀融入低年級寫作教學之研究-以概念構圖、低成就學生為研究核心及對象（未出版碩士論文）。國立花蓮教育大學，花蓮市。
林秀娥（2007）。心智繪圖在國小五年級記敘文寫作教學之研究（未出版碩士論文）。國立台北教育大學，臺北市。林達森（2003）。概念構圖的理論基礎與運用實務。花蓮師院學報，17，107-132。林鋒錡（2010）。概念構圖融入六年級作文教學之行動研究（未出版碩士論文）。國立中正大學，嘉義縣。林寶貴（1997）。語言障礙與矯治。臺北市：五南。
林寶貴、錡寶香（2000）。語言障礙學生的教育。臺北市：教育部。
姜忠信（2008）。臺灣的自閉症研究：過去、現在與未來。應用心理研究，40，165-196。柯春榕（2009）。概念構圖策略對國中學習障礙學生寫作之教學成效（未出版碩士論文）。國立彰化師範大學，彰化市。洪麗卿（2002）。社會科概念構圖教學策略之建構（未出版碩士論文）。國立花蓮師範學院，花蓮市。徐藝庭（2010）。藝術治療對國小高功能自閉症學生語文學習成效之研究（未出版碩士論文）。國立新竹教育大學，新竹市。張正芬（2002）。一位自閉症兒童的語言發展歷程－二年縱貫研究的發現，特殊教育研究學刊，22，27-47。張春興（1996）。教育心理學（修訂版）。臺北市：東華書局。
張新仁（1992）。「過程導向寫作教學法」對國小學童的訓練成效。行政院國家科學委員會專題研究成果報告（編號：NSC80-0301-H-017-03），未出版。
教育部（2006）。國民中小學九年一貫課程綱要。臺北市：教育局。
曹純瓊（2004）。鷹架式語言教學對自閉症幼兒語言能力學習效果研究。東臺灣特殊教育學術研討會，31-44，臺東市：國立臺東大學特殊教育中心。
陳秋妤（2007）。概念構圖寫作教學對國小四年級寫作困難學生寫作學習效果之研究（未出版碩士論文）。國立臺中教育大學，臺中市。陳育芬（2008）。教育取向音樂治療活動提升高功能自閉症兒童照樣造句能力之研究（未出版碩士論文）。國立臺灣師範大學，台北市。陳佩詩（2009）。聚焦刺激法對國小自閉症學生語句表達之成效（未出版碩士論文）。國立臺北教育大學，台北市。陳嘉成（1998）。合作學習式概念構圖在國小自然科教學之成效研究。教育與心理研究，21，107-128。陳肇宜（2006）。華麗的寫作鋼管秀（上）。臺北市：小兵。
曾于倫（2005）。電腦輸入對國中學習障礙學生寫作表現之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。黃金源（2004）。自閉兒的認知變異及教育對策。特殊教育叢書，9301，89-104，臺中市：臺中師院特教中心。
黃金源（主編）（2008）。自閉症兒童的治療與教育。臺北市：心理。
黃彩霞（2005）。自我調整策略發展模式對國小學習障礙學生寫作成效之研究（未出版碩士論文）。國立臺北市立師範學院，臺北市。楊坤堂（2006）。書寫語文學習障礙。臺北市：心理。
楊坤堂、李水源、張世彗、吳純純（2003）。國小兒童書寫語文能力診斷測驗及指導手冊，再版。臺北市：心理。
楊宗仁（2004）。訓練自閉兒發展核心技能。載於教育部特教小組、國語日報社（聯合主編），特殊教育手冊－關懷自閉兒（10-11頁）。臺南市：臺南市政府教育局。
楊宗仁（主編）（2000）。高功能自閉症兒童的教育模式。臺北市：臺北師範學院特殊教育中心。
楊宗仁、張雯婷、楊麗娟譯（2005）。亞斯伯格症：教育人員及家長指南（原作者：Myles, B. S. & Simpson, R. L.）。臺北市：心理。（原著出版年：2003）
楊蕢芬（2005）。自閉症學生之教育。臺北市：心理。
鳳 華（2000）。自閉症教育。載於許天威、徐享良、張勝成編著。新特殊教育通論（335-368頁）。臺北市：五南。
歐惠娟（2003）。「PLAN」策略教學對國小五年級學習障礙學生說明文寫作表現影響之研究（未出版碩士論文）。國立彰化師範大學，彰化市。蔡敏玲、陳正乾譯（1997）。社會中的心智/高層次心理過程的發展（原作者：Vygotsky）。臺北市：心理。（原著出版年：1978）
蔡麗萍、吳麗婷、陳明聰（2004）。從概念構圖研究探討其在教學上之應用。臺東特教，19，48-55。錡寶香（2008）。兒童語言障礙－理論、評量與教學。臺北市：心理。
簡茂發（2003）。教育的心理學基礎。載於黃光雄主編，教育概念，（127-143頁）。臺北市：師大學院。
二、英文部分：
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Ausubel, D. P. (1968). Educational psychology: A cognitive view. NY: Holt, Rinehart & Winston.
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Bader, N. & McCracken, S. (2008, Oct.). Educating Children with High Functioning Autism Spectrum Disorders. 鄭麗月、盧台華、張正芬、呂金燮（主持人），A Presentation on the Guidance of Students with High Functioning Autism and Aspergers講義, Taipei, Taiwan.
Bernstein, D. K. & Tiegerman-Farber, E. (2008). Language and Communication Disorders in Children (6th Ed.). Boston: Pearson Education / Allyn & Bacon.
Boucher, J. (2007). Memory and generativity in very high functioning autism: A firsthand account, and an interpretation. Autism: The International Journal of Research & Practice, 11(3), 255-264.
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De La Paz, S. (1999). Teaching writing strategies and Self-regulation to middle school students with learning disabilities. Focus on Exceptional Children, 31, 1-15.
De La Paz, S., & Graham, S . (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167-181.
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