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SSCI 文章：(只收录一作和通讯作者文章）
Lee, G., Jiang, Y.T., & Hu, X.Y. (2023). Improving Social Interactions for Young Children on the Autism Spectrum Through Parent-Medicated LEGO Play Activitis. Remedial and Special Education.
Zhou,L,M., Hu, X.Y., Zhai, Y.X., Zhang, G.Y., & Wang, X (2023). Teaching Self-Control to Reduce Overt Food Stealing by Children with Autism and Developmental Disorders. Behavior Interventions.
Lee. G., Hu, X. Y., & Shen, C. (2023) Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction Journal of Autism and Developmental Disorders
Hu, X. Y., Lee, G., Pan, Q,C., Gilic, L., & Zeng, S. (2003). Effect of Forign Mand Training on the Emergence of Foriegn Tact and Listener Responses for Chinese-speaking Children with Autism Spectrum Disorder. Behavior Interventions, 38: 437-455.
Wang, H., Liu, S.H., Xu, J.J., Hu, X. Y., & Zhuo Rachel, Han (2023). Daily Experiences and Well-being of Chinese Parents of Children with Autism, Autism
Watkins, L., Fedewa, M., Hu, X. et al. (2023) A Teacher-Facilitated Peer-Mediated Intervention to Support Interaction Between Students with and without Autism (2023). Advances in Neurodevelopmental Disorders
Wang, H., Wang., Q.D., Hu, X.Y., & Zhuo Rachel, Han. (2022). Mindfulness and Stress Among Parents of Children with Autism Spectrum Disorder in China, Journal of Autism and Developmental Disorders, 52(5), 2035–2045
Lee. G., Hu, X. Y., & Liu. S. (2022) Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report , Journal of Autism and Developmental Disorders, 52, 5515-5522
Lee. G., Hu,X. Y., & Hu, X.M. (2022) Training special education teachers in China to deliver bidirectional naming instruction in a computer-assisted instructional system Education and Training in Autism and Developmental Disabilities
Hu, X. Y., Lee, G., Watkins, L., & Jiang, Y.T (2022) Combining Preferred Activities with Peer Support to Increase Social Interactions Between Preschoolers with ASD and Typically Developing Peers, Journal of Positive Behavior Interventions.
Hu, X. Y., Wilczynski, S.M., Ma, Y.Q., & Jin, N. (2022) International use of N=1 reserach design with secondary students with disabilities. Psychology in the Schools.
Lee, G., Hu, X. Y. & Jin, N (2022) Using Computer-assisted multiple examplar instruction to facilitate the devleopment of bidirectional naming for children with autism spectrum disorders, Journal of Autism and Developmental Disorders.
Zeng, S.T., Zhao, H.X., Hu, X. Y. (2021). Systematic review of single case design meta‐analyses for school‐age students with autism spectrum disorders: Current trend and future direction, Psychology in the Schools
Hu, X. Y., Wang, H, Zhuo Rachel Han, Yu Zhao, & Li Ke. (2021). The influence of visual supports and motivation on motor performance of the MABC-2 for Chinese school-aged children with autism spectrum disorder. Scientific Reports, 11(1)
Lee. G., Hu, X. Y., Liu, Y. H., & Yang, Z. J. (2021) Improving pretend play for children with autism through experiencing the stimulus properties of real objects. Journal of Applied Behavior Analysis
Wang, H., Hu, X., & Han, Z. R. (2020). Parental Stress, Involvement, and Family Quality of Life in Mothers and Fathers of Children with Autism Spectrum Disorder in Mainland China: A Dyadic Analysis. Research in Developmental Disabilities
Zeng, S., Zhao, H., Hu, X., Lee, J. D., Stone-MacDonald, A. K., & Price, Z. W. (2020). Are we on the Same Page: a DyadicAnalysis of Parental Stress, Support, and Family Quality of Life on Raising Children with Autism Spectrum Disorders. Journal of Developmental and Physical Disabilities, 1-20.
Hu, X. Y. & Lee, G., (2020) Improving Emotional Skills for Chinese Elementary Children with Autism Spectrum Disorder. Child & Family Behavior Therapy
Lim, N., & Hu, X. Y. （2020）The Effects of Video Modeling on Staff Implementation of Behavioral Procedures in China. Behavioral Interventions.
Lee, G., Qu, K.Z., Hu., X., Jin, N. (2020). Arranging Play Activities with Missing Items to Increase Object-Substitution Symbolic Play in Children with Autism Spectrum Disorder Disability and Rehabilitation
Hu.X., (2020)/ Chinese fathers of children with intellectual disabilities: their perceptions of the child, family functioning, and their own needs for emotional support International Journal of Developmental Disabilities
Lee, G., Hu, X., Liu, Y. & Ren, Y. (2020) Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder. Behavior Modifciation
Ren, Y.X., Hu, X., Han, Z., Yang, X., & Li, M.Y. (2020) Mindful Parenting and Parenting Practices in Chinese Families of Children with Autism Spectrum Disorder, Journal of Child and Family Studies, doi: 10.1007/s10826-019-01549-8
Zeng.S.T., Hu., X., Zhao. H.X. (2020)Examining the relationships of parental stress, family support and family quality of life: A structural equation modeling approach, Research in Developmental Disabilitie
Gulingar, M., Hu, X., Han, Z., Yang, X., (2019). Effects of Meditation on the Soles of the Feet on the Aggressive and Destructive Behaviors of Chinese Adolescents with Autism Spectrum Disorders,Mindfulness
Hu, X., Han, Z., Bai, L, & Gao, M.Y. (2019). The Mediating Role of Parenting Stress in the Relations Between Parental Emotion Regulation and Parenting Behaviors in Chinese Families of Children with Autism Spectrum Disorders: A Dyadic Analysis, Journal of Autism and Developmental Disorders, doi:10.1007/s10803-019-04103-z
Hu, X., Lee, G., Tsai, Y., Yang,T., & Cai, S. (2019) Comparing computer-assisted and Teacher-implemented visual matching instruction for children with ASD and/or other DD. Journal Of Autism And Developmental Disorders, doi:10.1007/s10803-019-03978-2
Hu,X. & Han. Z. R.,(2019) Effects of Gesture-based Match-to-Sample Instruction via virtual reality technology for Chinese Children with Autism Spectrum Disorders, International Journal of Developmental Disabilities, doi:10.1080/20473869.2019.1602350.
Hu, X. & Lee, G. (2019). Effect of PECS on the emergence of vocal mands and the reduction of aggressive behavior across settings for a child with autism, Behavior Disorders, https://doi.org/10.1177/0198742918806925
Han, Z., Ahemaitijiang, N., Yan, J., Hu, X., Parent, J., & Dale, C. et al. (2019). Parent Mindfulness, Parenting, and Child Psychopathology in China. Mindfulness. doi: 10.1007/s12671-019-01111-z
Hu, X., Zheng, Q., & Lee, G. (2018). Using Peer-Mediated LEGO? Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting. Journal of Autism And Developmental Disorders, 48(7), 2444-2457.
Hu, X., Lee, G. (2019).Using an Individual Work System to Increase Independence for Students with Autism in a Special Education Classroom in China. Education and Training in Autism and Developmental Disabilities, 54(2), 119 –131
Han, Z., Gao, M., Yan, J., Hu, X., Zhou, W., & Li, X. (2019). Correlates of Parent-Child Physiological Synchrony and Emotional Parenting: Differential Associations in Varying Interactive Contexts. Journal of Child and Family Studies, 28(4), 1116-1123.
Hu, X., Han, Z., Wang, H., Hu, Y., Wang, Q., Feng, S., & Yi, L. (2018). The Relation of Parental Emotion Regulation to Child Autism Spectrum Disorder Core Symptoms: The Moderating Role of Child Cardiac Vagal Activity. Frontiers In Psychology, 9. doi: 10.3389/fpsyg.2018.02480
K?rn?, E., Dindar, K., & Hu, X. (2018). Educators’ engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China. Interactive Learning Environments, 1-15.
Zeng, S., & Hu, X. (2018). Parents Reporting Adverse Childhood Experiences Among Young Children With Disabilities: Informing Systems Transformation. Topics In Early Childhood Special Education, 38(3), 162-173.
An, Z., Hu, X., & Horn, E. (2018). Chinese Inclusive Education: The Past, Present, and Future. Intervention In School And Clinic, 54(2), 118-122.
Hu, X., Turnbull, A., Summers, J., & Wang, M. (2015). Needs of Chinese Families With Children With Developmental Disabilities: A Qualitative Inquiry. Journal Of Policy And Practice In Intellectual Disabilities, 12(1), 64-73.
Hu, X., & Yang, X. (2013). Early Intervention Practices in China. Infants & Young Children, 26(1), 4-16.
Hu, X., Wang, M., & Fei, X. (2011). Family quality of life of Chinese families of children with intellectual disabilities. Journal of Intellectual Disability Research, 56(1), 30-44.
Hu, X., Summers, J., Turnbull, A., & Zuna, N. (2011). The quantitative measurement of family quality of life: a review of available instruments. Journal of Intellectual Disability Research, 55(12), 1098-1114.
其他SSCI参与撰写文章
Wang, H., Suveg, C., West, K. B., Han, Z. R., Zhang, X., Hu, X., & Yi, L. (accepted). Synchrony of respiratory sinus arrhythmia (RSA) in parents and children with autism spectrum disorder: Moderation by interaction quality and child behavior problems. Autism Research
Li, T., Decety, J, Hu, X., Li, J, Lin, J, & Yi, L. (2019). Third-party sociomoral evaluations in children with autism spectrum disorders, Child Development
Carrington, S., Saggers, B., Adie, L., Zhu, N., Gu, D., & Hu, X. et al. (2015). International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?. International Journal Of Disability, Development And Education, 62(6), 556-570.
Wang, M., & Hu, X. (2014). Supporting Chinese Families of Children With Disabilities: Policy, Service Provisions, and Family Quality of Life in China. Inclusion, 2(3), 227-236.
专著与译著
胡晓毅，《孤独症儿童情绪能力教学》 宁波出版社
胡晓毅，《自闭症儿童教育新论》 北京师范大学出版社
Hu， X.,& Eija, E. （2019）Educating student with ASD in China and Finland, Sprnger
胡晓毅, 刘艳红, & 吴曼曼. (2019). 孤独症儿童教学环境创设. 北京: 北京师范大学出版社.
胡晓毅, 郑群山. (2018). 孤独症儿童游戏活动：以乐高积木为干预媒介的游戏化课程. 北京: 北京师范大学出版社.
胡晓毅, 刘艳红. (2017). 学龄孤独症儿童教育评估指南. 北京: 北京师范大学出版社.
Hu, X. (2015). Family Support for Chinese Families with Children with Disabilities. Saarbru?cken: Scholars' Press.
刘艳红, 董鸣利, & 胡晓毅. (2016). 自闭症研究70年-基于国外研究现状与前沿的可视化分析. 北京: 中国轻工业出版社.
胡晓毅, 刘艳红. (2016). 孤独症谱系障碍儿童的教育. 北京: 北京师范大学出版社.
胡晓毅 (译) . (2016). 教育和社区环境中的单一被试设计. 北京: 华夏出版社.
王勉, 胡晓毅 (译) . (2015). 孤独症谱系障碍儿童关键反应训练掌中宝. 北京: 华夏出版社.
胡晓毅 (译) . (2015). 孤独症儿童关键反应教学法. 北京: 华夏出版社.
中文核心期刊 (CSSCI 一作或通讯）
户秀美,胡晓毅，金宁.多重范例教学应用于孤独症儿童干预的实证研究综述[J].中国特殊教育,2023(04):45-53.
胡晓毅，翟钰欣，孙蕴轩，王雁 孤独症儿童循证实践研究发展及其对特教教师教育的启示[J]教师教育研究，2021，7-13
金宁,户秀美,马永强,胡晓毅.孤独症儿童言语行为教学研究述评[J].中国特殊教育,2020(04):46-53.
姜依彤,胡晓毅,孙蕴轩.国外孤独症儿童社交技能教材分析述评[J].中国特殊教育,2020(05):41-46.
胡晓毅, 程霞. (2019). 孤独症儿童概念教学策略述评. 中国特殊教育, (01), 25-32+40.
胡晓毅, 岳孝龙, & 冯雅静. (2018). 美国孤独症儿童教师培养经验的研究及启示. 教师教育研究. 30(01), 124-128.
赵玉, 胡晓毅. (2018). 教育问责制对美国特殊教育的影响及对我国的启示.中国特殊教育. (06), 9-13+28.
岳孝龙, 胡晓毅. (2017). 《每个学生都成功法》对美国特殊教育发展的影响及其对我国的启示. 中国特殊教育. (04), 29-33.
胡晓毅, 范文静. (2016). 我国学龄孤独症儿童教育安置形式的思考.教育学报. 12(06), 70-77.
胡晓毅. (2016). 我国残疾儿童家庭生活质量与家庭支持现状.中国康复理论与实践. 22(10), 1227-1231.
胡晓毅, 范文静. (2016). 重度孤独症儿童接收性语言的干预研究. 中国特殊教育. (12), 26-32.
岳孝龙, 胡晓毅, &刘艳虹. (2016). 孤独症儿童友谊研究述评. 中国特殊教育. (08), 37-43.
范文静, 胡晓毅. (2015). 自闭症儿童计算机辅助教学单一被试研究综述. 中国特殊教育. (08), 30-37.
曾松添, 胡晓毅. (2015). 美国自闭症幼儿家长执行式干预法研究综述. 中国特殊教育. (06), 62-70.
胡晓毅. (2014). 当前美国孤独症儿童教育面临的挑战及其对我国的启示.比较教育研究. 36(09), 94-99.
胡晓毅, 范文静. (2014). 运用图片交换沟通系统改善自闭症儿童需求表达及攻击行为的个案研究. 中国特殊教育. (10), 40-45.
冯雅静,胡晓毅. (2014). 国外扩大替代性沟通系统对自闭症儿童需求表达技能干预的研究综述. 中国特殊教育. (06), 31-40.
胡晓毅. (2013) .美国自闭症幼儿早期综合干预研究. 中国特殊教育. (07), 20-27+34.
胡晓毅,王勉. (2012). 北京地区发展性障碍儿童家庭生活质量的研究. 中国特殊教育. (07), 3-10+29.
刘艳虹, 霍文瑶, &胡晓毅. (2017). 美国孤独症干预循证实践研究报告的解读. 中国特殊教育. (02), 31-36.
霍文瑶, 刘艳虹, &胡晓毅. (2016).自闭症儿童面部表情识别的干预研究. 中国特殊教育. (07), 52-58.
刘艳虹, 董鸣利, 胡晓毅, &唐小小. (2015). 国外孤独症谱系障碍研究前沿探测. 中国特殊教育. (12), 51-57+89.
刘艳虹, 雷显梅, 胡晓毅. (2015). 国外自闭症儿童体感游戏研究状况及启示. 中国特殊教育. (05), 51-56+73.
其他中文期刊 (部分， 2020年之后不做更新，如欲了解请查中国知网)：
潘启超,胡晓毅.随班就读孤独症儿童英语教学策略[J].现代特殊教育,2020(11):21-23.
胡晓毅. (2018). 提升孤独症儿童教育康复水平. 现代特殊教育. (07), 1.
胡晓毅, 冯雅静, &陈婷婷. (2016). 山西省智力障碍学生家庭生活质量调查研究. 现代特殊教育. (20), 59-66.
胡晓毅, 陈婷婷, &郑群山. (2016). 运用结构化游戏干预学前孤独症儿童共同注意的个案研究. 现代特殊教育. (18), 49-55.
胡晓毅, 刘艳虹, 范文静, &郑群山. (2016). 运用语音输出应用软件塑造孤独症儿童沟通行为的研究. 现代特殊教育. (14), 48-56.
胡晓毅, 范文静. (2016). 自闭症儿童结构化教学研究实验. 现代特殊教育. (13), 33-35.
胡晓毅, 郑群山, 谷长芬, &黄晶晶. (2016). 国外特殊儿童家长行为训练模式及启示. 现代特殊教育. (04), 64-69.
胡晓毅, 岳孝龙, &贾睿. (2016). 我国视障与听障儿童家庭需求和家庭生活质量现状及关系研究. 残疾人研究. (03), 23-27.
胡晓毅. (2015). 美国残疾儿童家庭研究综述. 残疾人研究. (02), 69-74.
胡晓毅, 郑群山, &徐胜. (2015). 我国孤独症儿童家庭教育的困境与对策. 现代特殊教育. (22), 18-24.
胡晓毅. (2017). 孤独症儿童的游戏需“另眼相待”. 中国教育报. 06-25(003).
胡晓毅, 邹酬云. (2016). 同伴介入 表演干预 视频示范. 中国教育报. 05-21(003).
胡晓毅. (2016). 点亮孤独症孩子的心灵之灯. 中国教育报. 01-30(004).
胡晓毅. (2015). 自闭症患者是自我封闭还是渴望沟通？. 北京科技报. 11-09(053).
胡晓毅, 郑群山, &冬雪. (2016). 国外残疾儿童家庭支持中家庭角色的变迁及对中国的启示. 社会福利(理论版). (06), 14-17.
郑群山, 胡晓毅, &刘全全. (2017). 以同伴介入式游戏干预孤独症幼儿社交沟通的个案研究.现代特殊教育. (08), 33-40.
郑群山, 胡晓毅, &范文静. (2015). 自闭症学生青春期性教育初探. 现代特殊教育. (16), 49-53.
邵伟, 胡晓毅. (2015). 自闭症学生课堂问题行为干预——以正向行为支持技术为例. 现代特殊教育. (Z1), 92-94.
范文静, 胡晓毅. (2015). 学龄孤独症儿童随班就读面临的挑战及对策. 现代特殊教育. (06), 8-12.
高健, 范文静, &胡晓毅. (2016). 功能性沟通训练减少自闭症儿童问题行为的个案研究. 绥化学院学报. 36(01), 97-101.
贾睿, 胡晓毅. (2016). 视觉障碍学生家庭需求的现状及影响因素研究. 绥化学院学报. 36(07), 1-6.
赵玉, 胡晓毅. (2018). 孤独症儿童运动技能测评研究综述. 现代特殊教育. (02), 36-41.
韦晴, 胡晓毅. (2018). 孤独症儿童的认知行为干预研究. 应用心理学. 24(03), 234-242.
韦晴, 胡晓毅. (2019). 关于我国特殊教育教师专业伦理建设的思考. 绥化学院学报. 39(01), 84-87.
刘艳虹, 霍文瑶, &胡晓毅. (2015).自闭症儿童面部表情识别研究综述. 现代特殊教育. (08), 35-39.
雷显梅, 刘艳虹, &胡晓毅. (2016). 运用体感游戏干预自闭症儿童动作技能的研究. 现代特殊教育. (10), 36-42.
任媛, 刘艳虹, &胡晓毅. (2017). 国外虚拟现实技术在特殊教育中的应用进展. 现代特殊教育. (08), 63-69.
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