学习经历

工作经历

2020年至今：北京师范大学教育学部特殊教育系  教授

2013年至今：北京师范大学教育学部孤独症儿童教育研究中心 主任

2011年至2020年：北京师范大学教育学部特殊教育系   副教授                    

2002年至2010年：北京联合大学特殊教育学院  讲师

科研项目

纵向课题（主持）：

国家重点研发计划—儿童心理行为疾病的筛查-预防-诊断-干预服务体系研究，课题负责人

国家级课题—国家社科优秀中外译项目一般项目  学龄孤独症儿童教育评估，负责人

国家社会科学基金—青年项目 我国残疾儿童家庭支持体系构建与发展策略研究, 负责人

北京市教育科学规划办北京教育科学“十三五”规划重点课题 自闭症儿童情绪能力干预研究，负责人

北京市教育科学规划办北京教育科学“十二五”规划青年专项课题   自闭症儿童沟通辅助工具的设计、开发与应用研究，负责人    

教育部基础教育二司委托  特教学校中的孤独症儿童教学模式研究，负责人    

北京哲学社会科学一般项目 北京孤独症儿童家庭需求与家庭支持体系研究，负责人  

教育部留学回国人员科研启动基金 学前自闭症儿童社会交往技能的研究, 负责人

横向课题（主持）：

孤独症儿童家庭的支持状况研究，国务院妇女儿童工作委员会办公室，负责人

乐乐箱困境儿童关爱计划2025-特殊需要儿童乐高游戏课程出版与教学实践研究，南都公益基金会，负责人

乐乐箱困境儿童关爱计划2024-发展障碍儿童乐高游戏课程开发与教学实践研究项目，南都公益基金会，负责人

乐乐箱困境儿童关爱计划2023-发展障碍儿童乐高游戏课程开发与教学实践研究项目，南都公益基金会，负责人

乐乐箱困境儿童关爱计划2022-发展障碍儿童乐高游戏课程开发与教学实践研究项目，南都公益基金会，负责人

孤独症儿童兴趣拓展和常规执行教学研究  常州市钱璟康复股份有限公司，负责人

孤独症儿童教育发展研究  北京师范大学出集团音像出版社，负责人 

AI人机交互沉浸式社交情绪课程研究  恩启科技有限公司，负责人      

孤独症儿童情绪干预与命名能力研究  常州市钱璟康复股份有限公司 ，负责人   

特教学校中孤独症儿童教育评估与教学设计研究 常州市钱璟康复股份有限公司，负责人

三好教育公益项目 江苏三好教育科技有限公司，负责人

发展障碍儿童教具设计与开发研究    北京朝阳安华学校，负责人        

孤独症儿童乐高治疗课程开发与应用研究 北京西米亚科技有限公司，负责人

学龄孤独症儿童教育评估系统   常州市钱璟康复股份有限公司  ，负责人  

孤独症儿童教育研究中心启动基金   北京师范大学教育基金会，负责人  

星星点灯—中国孤独症儿童专业人员培训项目   北京师范大学教育基金会，负责人

大全孤独症儿童教育研究基金   北京师范大学教育基金会，负责人  

阳光电源孤独症儿童教育研究中心科研基金 北京师范大学教育基金会 ，负责人           

自闭症儿童融合教育项目-自闭症教程研发  中国少年儿童基金会，负责人

孤独症儿童教育研究中心钱璟捐赠专项   常州市钱璟康复股份有限公司，负责人

科学研究—期刊论文

*代表通讯作者

研究领域1：孤独症等发展障碍儿童的教学研究

1. Hu, X., Qu, K., Lee, G. T., Luke, N., & Wang, C. (2025). Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum. Focus on Autism and Other Developmental Disabilities, 40(3), 134-144. https://doi.org/10.1177/10883576241311124

2. McCord, B. E., Zhou, L., & Hu, X. (2025). A Choice Analysis of Food Stealing Consequences in Children With Autism. Behavioral Interventions, 40(2)https://doi.org/10.1002/bin.70010

3. Hu, X., Ma, Y., Lee, G. T., Sun, X., Mao, N., Zheng, F., & Hu, X. (2025). The effects of thought bubbles and multiple exemplar training on theory of mind skills for children on the autism spectrum. Journal of Developmental and Physical Disabilities, https://doi.org/10.1007/s10882-025-10039-3

4. An, Z., Hu, X., Yunxuan, S., & Guo, Y. (2025). Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe Across Participants Design Study. Teacher Education and Special Education, 48(4), 311-329. https://doi.org/10.1177/08884064251388600

5. Zhou, L., Hu, X. *, Qi, X., Song, H., Zhou, Y., & Song, W. (2024). Teaching a foreign language to students with autism via telehealth in inclusive school settings. Behavioral Interventions, 1-15. https://doi.org/10.1002/bin.2024 

6. Hu, X. Y., Qu, K.Z., Lee, G., Luke, N., & Wang, C. Y. (2024). Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum. Focus on Autism and Other Developmental Disabilities. (in press)

7. Lee, G., Hu, X. Y. *, Lian, Z.Y., & Wang, C. Y. (2024). Effects of a Family-Implemented LEGO® Intervention on Social Interactions for Children on the Autism Spectrum in China. Journal of Special Education. (in press)

8. Zhou, L., Wang, X., Wang, L., Hu, X. * (2024). Teaching students with autism to solve mathematical story problems: A replication and extension. Behavioral Interventions, 1-17. https://doi.org/10.1002/bin.2045

9. Hu, X. M., Jiang, Y. T., Sun,Y. X., Xu, Z. W., Zheng, F., Hu, X. Y. * (2024) Exploring the Effects of Augmented Reality on the Emotion Recognition Skills of Autistic Children. Journal of Special Education Technology. (in press) 

10. Lee, G., Hu, X. Y. *, Yu, Z. J., Hu, X. M., Luke, N., (2024) Feasibility and Effectiveness of a Computer-Assisted Instructional System Implemented by Teachers for Students on the Autism Spectrum With Intellectual Disabilities in China. Journal of Special Education Technology. (in press) 

11. Lee, G., Jiang, Y.T., Hu, X.Y. * (2023). Improving Social Interactions for Young Children on the Autism Spectrum Through Parent-Medicated LEGO Play Activities. Remedial and Special Education, 44 (6), 457-468.

12. Watkins, L., Fedewa, M., Hu, X., Ledbetter-Cho, K. (2022). A teacher-facilitated peer-mediated intervention to support interaction between students with and without autism. Advances in Neurodevelopmental Disorders, 7, 252-267. https://doi.org/10.1007/s41252-022-00299-x 

13. Hu, X., Wilczynski, S. M., Ma, Y., Jin, N. (2022). International use of N=1 research design with secondary students with disabilities. Psychology in the Schools, 59(5), 954-979. https://doi.org/10.1002/pits.22601

14. Zeng, S., Zhao, H., Hu, X. *, Pereira, B. A., Pan, Q., Chen, M., Reyes, A., Angela Stone‐MacDonald. (2022). 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, 59(5), 980-1000. https://doi.org/10.1002/pits.22599

15. Hu, X., Lee, G. T., Watkins, L., & Jiang, Y. (2021). Combining preferred activities with peer support to increase social interactions between preschoolers with ASD and typically developing peers. Journal of Positive Behavior Interventions, 23(4), 272. https://doi.org/10.1177/1098300720987547

16. Hu, X., Wang, H., Han, Z. R., Zhao, Y., & Li, K. (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 (Nature Publisher Group), 11(1) https://doi.org/10.1038/s41598-021-95155-8

17. Lee, G. T., Hu, X. *, Liu, Y., Yang, Z. (2021). Improving pretend play for children with autism through experiencing the stimulus properties of real objects. Journal of Applied Behavior Analysis, 54(4), 1369-1384. https://doi.org/10.1002/jaba.843

18. Lee, G. T., Qu, K., Hu, X. *, Jin, N., & Huang, J. (2021). Arranging play activities with missing items to increase object-substitution symbolic play in children with autism spectrum disorder. Disability and Rehabilitation: An International, Multidisciplinary Journal, 43(22), 3199-3211. https://doi.org/10.1080/09638288.2020.1734107

19. Lee, G. T., Hu, X. *, Liu, Y., & Ren, Y. (2021). Effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in children with autism spectrum disorder. Behavior Modification, 45(6), 1041-1069. https://doi.org/10.1177/0145445520939856

20. Lim, N., Hu, X. * (2020). The effects of video modeling on staff implementation of behavioral procedures in China. Behavioral Interventions, 35(4), 704-716. https://doi.org/10.1002/bin.1735

21. Kärnä, E., Dindar, K., Hu, X. * (2020). Educators' engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China. Interactive Learning Environments, 28(1), 50-64. https://doi.org/10.1080/10494820.2018.1512002 

22. Hu, X., Lee, G. T., Yu-Ting, T., Yang, Y., Cai, S. (2020). Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD. Journal of Autism and Developmental Disorders, 50(7), 2540-2555. https://doi.org/10.1007/s10803-019-03978-2

23. Hu, X., Han, Z. R. (2019). Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders. International Journal of Developmental Disabilities, 65(5), 327-336. https://doi.org/10.1080/20473869.2019.1602350

24. 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

25. 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.

26. An, Z., Hu, X. *, & Horn, E. (2018). Chinese Inclusive Education: The Past, Present, and Future. Intervention In School And Clinic, 54(2), 118-122.

27. Hu, X., Yang, X. (2013). Early Intervention Practices in China. Infants & Young Children, 26(1), 4-16.

研究领域2 言语行为的研究

1. Zhou, L., Hu, X. * Qi, X., et al., (2025) Teaching listener selection to children with autism: Emphasizing the role of joint control, Behavioral Interventions

2. Lee, G. T., Hu, X. *, Shen, C. (2024). Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction. Journal of Autism and Developmental Disorders, 54(12), 4740-4751. https://doi.org/10.1007/s10803-022-05827-1

3. Zhou, L., Hu, X. *, Zhai, Y., Zhang, G., Wang, X. (2023). Teaching self‐control to reduce overt food stealing by children with autism and developmental disorders. Behavioral Interventions, 38(3), 725-738. https://doi.org/10.1002/bin.1945

4. Hu, X., Lee, G. T., Pan, Q., Gilic, L., Zeng, S. (2023). Effects of foreign mand training on the emergence of foreign tact and listener responses for Chinese-speaking children with autism spectrum disorder. Behavioral Interventions, 38(2), 437-455. https://doi.org/10.1002/bin.1930

5. Lee, G. T., Hu, X. *, Liu, S. (2022). Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report. Journal of Autism and Developmental Disorders, 52(12), 5515-5522. https://doi.org/10.1007/s10803-021-05391-0

6. Lee, G. T., Hu, X. *, Hu, X. (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, 57(3), 347-355. https://www.proquest.com/scholarly-journals/training-special-education-teachers-china-deliver/docview/2708794806/se-2

7. Lee, G. T., Hu, X. *, Jin, N. (2021). Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder. Journal of autism and developmental disorders, 51(12), 4717–4722. https://doi.org/10.1007/s10803-021-04901-4

8. Lee, G. T., Hu, X. *, Liu, Y., Chouyun, Z., Cheng, X., Zhao, Q., Huang, J. (2020). Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 50(1), 292-307. https://doi.org/10.1007/s10803-019-04250-3

9. Hu, X., Lee, G. (2022). "Effects of PECS on the emergence of vocal mands and the reduction of aggressive behavior across settings for a child with autism": Correction. Behavioral Disorders, 47(2), 149. 

研究领域3：孤独症等发展障碍儿童的情绪调节、焦虑抑郁症状和家庭情绪过程与教育方式

1. Wang, H., Xu, J., Zhao, P., Jin, Y., An, Y., Han, Z. R., & Hu, X. (2025). Spillover of Daily Parenting Experiences Into Interparental Relationships in Chinese Families of Children With Autism: Mediated by Daily Affect and Moderated by Trait Mindfulness. Family Process, 64(1)https://doi.org/10.1111/famp.70016

2. Wang, H., Yan, J.J., Curtis, S., Zhao, P., Ma, X., Han, Z., Hu, X.* (2025) The lmpact of Emotion Network Density on Psychological Distressin Chinese Parents of Children with Autism: A Daily Diary Study, Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06674-y

3. Wang, H., Sihan, L., Xu, J., Hu, X., Han, Z. R. (2023). Daily experiences and well-being of Chinese parents of children with autism. Autism, 27(6), 1560-1574. https://doi.org/10.1177/13623613221144191

4. Wang, H., Qiandong, W., Hu, X. *, Han, Z. R. (2022). Mindfulness and Stress Among Parents of Children with Autism Spectrum Disorder in China. Journal of Autism and Developmental Disorders, 52(5), 2035-2045. https://doi.org/10.1007/s10803-021-05011-x

5. Hu, X. (2022). 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, 68(2), 147-155. https://doi.org/10.1080/20473869.2020.1716565

6. Wang, H., Suveg, C., West, K. B., Han, Z. R., Zhang, X., Hu, X., Yi, L. (2021). Synchrony of respiratory sinus arrhythmia in parents and children with autism spectrum disorder: Moderation by interaction quality and child behavior problems. Autism Research, 14(3), 512-522. https://doi.org/10.1002/aur.2401

7. Songtian, Z., Zhao, H., Hu, X. *, Lee, J. D., Stone-MacDonald, A., & Price, Z. W. (2021). Are we on the Same Page: a Dyadic Analysis of Parental Stress, Support, and Family Quality of Life on Raising Children with Autism Spectrum Disorders. Journal of Developmental and Physical Disabilities, 33(4), 599-618. https://doi.org/10.1007/s10882-020-09761-x

8. Han, Z. R., Ahemaitijiang, N., Yan, J., Hu, X. *, Parent, J., Dale, C., DiMarzio, K., & Singh, N. N. (2021). Parent mindfulness, parenting, and child psychopathology in China. Mindfulness, 12(2), 334–343. https://doi.org/10.1007/s12671-019-01111-z

9. 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, 107, 103791. https://doi.org/10.1016/j.ridd.2020.103791

10. Hu, X., Lee, G. T. (2020). Improving Emotional Skills for Chinese Elementary Children with Autism Spectrum Disorder. Child & Family Behavior Therapy, 42(4), 231-257. https://doi.org/10.1080/07317107.2020.1809192

11. Yaxuan, R., Hu, X. *, Han, Z. R., Yang, X., Li, M. (2020). Mindful Parenting and Parenting Practices in Chinese Families of Children with Autism Spectrum Disorder. Journal of Child and Family Studies, 29(2), 559-571. https://doi.org/10.1007/s10826-019-01549-8

12. Zeng, S., Hu, X. *, Zhao, H., Stone-MacDonald, A. (2020). Examining the relationships of parental stress, family support and family quality of life: A structural equation modeling approach. Research in Developmental Disabilities, 96, 103523. https://doi.org/10.1016/j.ridd.2019.103523

13. Ahemaitijiang, N., Hu, X. *, Yang, X., Han, Z. R. (2020). Effects of meditation on the soles of the feet on the aggressive and destructive behaviors of Chinese adolescents with autism spectrum disorders. Mindfulness, 11(1), 230-240.https://doi.org/10.1007/s12671-019-01246-z

14. Hu, X., Zhuo, R. H., Liu, B., Gao, M. M. (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, 49(10), 3983-3998. https://doi.org/10.1007/s10803-019-04103-z

15. Zhuo, R. H., Gao, M. 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. https://doi.org/10.1007/s10826-019-01337-4

16. Li, T., Decety, J., Hu, X., Jiao, L., Lin, J., Li, Y. (2019). Third‐Party Sociomoral Evaluations in Children With Autism Spectrum Disorder. Child Development, 90(5), e584-e597. https://doi.org/10.1111/cdev.13206

17. Hu, X., Han, Z. R., 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, 10. https://doi.org/10.3389/fpsyg.2018.02480

18. 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. https://doi.org/10.1177/0271121418790674

19. 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.

20. 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.

21. 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.

科学研究—专著译著

1.  胡晓毅  孙蕴轩（2025）基于乐高积木的特需儿童游戏课程--认知发展领域

2. 胡晓毅  孙蕴轩（2025）基于乐高积木的特需儿童游戏课程--动作发展领域

3.胡晓毅（2023） 孤独症儿童常规执行能力教学 北京出版社

4.  胡晓毅 （2023） 融合环境下孤独症儿童教学策略  北京出版社

5.  胡晓毅 （2023）学龄前孤独症儿童的情绪教学 北京出版社

6.  胡晓毅 （2023）学龄前孤独症儿童的教学控制教学 北京出版社

7.  胡晓毅，黄晶晶 （2023）学龄前孤独症儿童言语教学  北京出版社

8.  胡晓毅 （2023）学龄前孤独症儿童的心智解读教学 北京出版社

9.  胡晓毅 （2023）学龄前孤独症儿童的游戏教学 北京出版社

10.  胡晓毅 （2023）学龄前孤独症儿童的区辨教学 北京出版社

11.  胡晓毅 （2023）学龄前孤独症儿童的认知教学 北京出版社

12. 胡晓毅 （2023）孤独症儿童常规执行能力教学  北京出版社

13. 胡晓毅（2022）孤独症儿童情绪能力教学 宁波出版社

14. 胡晓毅（2021）自闭症儿童教育新论 北京师范大学出版社

15. Hu，X., Eija, E. （2019）Educating student with ASD in China and Finland, Sprnger

16. 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.

17. 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.

18. 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.

19.  Hu, X. (2015). Family Support for Chinese Families with Children with Disabilities. Saarbrücken: Scholars' Press.

20. 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.

21. 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.

22. 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.

23. 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.

24. 胡晓毅 (译) . (2015). 孤独症儿童关键反应教学法. 北京: 华夏出版社.

科学研究—CSSCI期刊（近五年一作和通讯作者文章）

1.户秀美，周立明，王印，胡晓毅 低年级随班就读孤独症儿童发散性思维的干预研究[J].中国特殊教育,2025,(2):45-55.

2.刘红梅,户秀美,孟怡菲,胡晓毅.循证视角下我国孤独症儿童教学研究的质量分析与展望[J].中国特殊教育,2024,(11):69-77.

3.孟怡菲,刘红梅,胡晓毅.幼小衔接阶段孤独症儿童的入学准备实证研究述评[J].中国特殊教育,2024,(07):57-66.

4.王印,郝佳颖,胡晓毅.国外孤独症青少年职业技能教学实证研究述评[J].中国特殊教育,2024,(06):65-73.

5.  杨洁,杨粤栋,户秀美,胡晓毅.循证实践视角下孤独症学生数学教学的方法、应用及展望[J].中国特殊教育,2024,(02):56-64.

6.  户秀美,孟怡菲,王印,胡晓毅.国内外融合教育中孤独症儿童学科教学的实证研究综述[J].中国特殊教育,2023,(09):45-53.

7.  孙蕴轩,胡晓毅.同胞介入式干预促进孤独症儿童发展的研究述评[J].中国特殊教育,2023,(04):41-50.

8.  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.

9.  胡晓毅,翟钰欣,孙蕴轩,等.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,2021,33(04):7-13.

10.  刘艳虹,任媛,胡晓毅.孤独症儿童假装游戏技能的干预研究——以玩偶为中介的虚构客体游戏为例[J].中国特殊教育,2021,(03):33-38+45.

11. 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.

12. 金宁,户秀美,马永强,等.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.

科学研究—其他中文期刊（近五年）

1.加景皓，刘如燕，胡晓毅 孤独症幼儿生活自理实证干预研究综述 [J].现代特殊教育,2025,(14):54-64.

2.刘红梅，胡晓毅 智力障碍学生课堂常规建立的策略与要点[J].现代特殊教育,2025,(13):35-38.

3. 陈欣雨，胡晓毅  智力障碍学生内隐事件表达的教学策略[J].现代特殊教育,2025,(05):41-45.

4.许欣怡,刘红梅,胡晓毅.智力障碍学生与孤独症学生劳动技能教学研究综述[J].现代特殊教育,2024,(22):57-64.

5.  王印,胡晓毅.行为放松训练在特殊儿童问题行为干预中的应用[J].现代特殊教育,2024,(17):39-43.

6.  孟怡菲,胡晓毅.矩阵训练在培智学校方位介词教学中的应用——以《春雨“沙沙”》一课为例[J].现代特殊教育,2024,(03):38-41.

7.  胡晓毅.把握好孤独症教育的“教什么”和“怎么教”[J].现代特殊教育,2024,(01):14-15.

8.  刘红梅,胡晓毅.运用集体后效建立残疾儿童依从行为的个案研究[J].绥化学院学报,2023,43(10):103-107.

9.   许欣怡,胡晓毅.故事结构教学法在培智学校阅读理解教学中的应用——以人教版生活语文五年级上册《司马光》教学为例[J].现代特殊教育,2023,(13):40-43.

10.  许欣怡,胡晓毅.特需儿童时间概念教学策略[J].现代特殊教育,2023,(05):20-23.

11.  胡晓毅.孤独症儿童家长教养策略分析[J].中华家教,2023,(01):69-74.

12.  加景皓,胡晓毅,郝佳颖.低年级随班就读孤独症学生看图说话教学研究[J].现代特殊教育,2023,(04):39-45.

13. 户秀美,胡晓毅,金宁.多重范例教学策略在特殊儿童教学中的有效应用[J].现代特殊教育,2023,(01):38-40.

14. 翟钰欣,胡晓毅.特殊儿童言行一致训练的教学策略[J].现代特殊教育,2022,(19):68-70.

15. 孙蕴轩,胡晓毅.残疾儿童亲子阅读干预研究综述[J].现代特殊教育,2022,(16):17-23.

16. 屈可铮,裔志辉,胡晓毅.孤独症儿童演绎推理教学研究述评[J].现代特殊教育,2022,(08):55-60+69.

17. 刘艳虹,任媛,胡晓毅.视频示范对孤独症儿童虚构客体游戏技能的干预研究[J].现代特殊教育,2022,(06):55-61.

18. 户秀美,姜依彤,马永强,胡晓毅,等.增强现实技术在孤独症儿童教学中的应用述评[J].现代特殊教育,2022,(01):10-16.

19. 姜依彤,翟钰欣,胡晓毅.国外残疾儿童远程教学的实证研究综述[J].现代特殊教育,2021,(22):16-24.

20. 户秀美,Gabrielle T.Lee,胡晓毅.发展性障碍儿童知名教学的基本策略[J].现代特殊教育,2021,(21):40-42.

21. 秦婉,胡晓毅.视频示范在特教教师教学策略学习中的应用[J].现代特殊教育,2021,(17):69-71.

22. 翟钰欣,胡晓毅.孤独症儿童的游戏技能教学研究综述[J].现代特殊教育,2021,(14):46-51+80.

23. 马永强,户秀美,胡晓毅.美国高中阶段残疾学生教学实践研究述评[J].现代特殊教育,2021,(09):73-78.

24. 潘启超,胡晓毅.动机操作在发展性障碍儿童教学中的应用研究[J].现代特殊教育,2021,(06):39-45.

25. 刘红梅,胡晓毅.随班就读中集体后效班级管理策略的应用[J].现代特殊教育,2021,(01):37-40.

26. 马永强,胡晓毅.孤独症儿童心理理论教学研究述评[J].现代特殊教育,2020,(18):47-53.

27. 潘启超,胡晓毅.发展性障碍儿童第二语言教学研究综述[J].绥化学院学报,2020,40(07):130-134.

28. 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.

29. 刘红梅,刘嘉玥,胡晓毅.集体后效应用于残疾儿童干扰行为的研究综述[J].绥化学院学报,2020,40(04):75-78.

30. 屈可铮,胡晓毅.孤独症儿童比喻教学的策略[J].现代特殊教育,2020,(03):60-62.

获奖情况

《孤独症儿童教育评估指南》专著获北京第十五届哲学社会科学成果二等奖  2019

教学工作

1. 博士生授课教师（2024年至今）

特殊教育的研究前沿 Emerging Trends in Special Education Research

2. 硕士生授课教师 （2011年至今）

特殊儿童行为管理  Behavior Modification for Children with Disabilities

单一被试研究设计Single Subject Research Design 

3. 本科生授课教师 （2011年至今）

特殊儿童行为管理 Behavior Modification

孤独症儿童教育  Educating and Training Children with Autism 

4. Board Certified Behavior Analyst (BCBA) 课程负责人（2017年至今）

行为分析的概念和原则 Concept and Principles of Behavior Analysis

督导和管理 Personnel Supervision and Management 

观察方法和功能性行为评估 Observational Methods and Functional Behavior Assessment

5. Certified Psychological Behavioral Analysts (CPBA) 课程负责人（2023年至今）

行为分析的概念和原则 Concept and Principles of Behavior Analysis

督导和管理 Personnel Supervision and Management 

观察方法和功能性行为评估 Observational Methods and Functional Behavior Assessment

社会工作—学术期刊

1. Associate Editor:   Advances in Neurodevelomenal Disorders

2. Special Issue Editor: Psychology in the Schools (SSCI)

3. Editorial Board Member:   Journal of Autism and Developmental Disorders (SSCI)

4. Reviewer (SSCI journals): Autism; Journal of Applied Behavior Analysis; Exceptionality; International Journal of Developmental Disabilities; Journal of Child and Family Studies; Journal of Intellectual Disability Research; Journal of Policy and Practice in Intellectual Disabilities; Journal of Autism and Developmental Disabilities; Review Journal of Autism and Developmental Disabilities， Research in Developmental Disabilities, etc. 

社会工作—学术会员

1. 世界应用行为分析学会认证的行为分析师—博士级（Board Certified Behavior Analyst-Doctoral）

2. 北师大行为分析师课程项目负责人（Verified Course Sequence Program Coordinator）

3. American Association on Intellectual and Developmental Disabilities (AAIDD, formerly AAMR), 2009—present.

4. Council on Exceptional Children (CEC), 2011—present

5. Applied Behavior Analysis International (ABAI), 2018--present

6. 中国残疾人事业发展研究会 理事

7. 北京市残联康复协会 理事