Dawson, G., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17–e23.
早期介入RCT
支撑了星图系统在 [So] 社交游戏维度中大量融入自然情境教学（NET）与基于兴趣启动的实证有效性。
Ayres, A. J. (1972). Sensory Integration and Learning Disorders. Western Psychological Services.
感觉统合OT
奠定了 [Gs] 体能协调维度在处理儿童神经系统感觉调节异常时的动作拆解与训练基础。
Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and Cognition in Autism. Springer.
TEACCH结构化
影响了系统在环境结构化与 [Ad] 生活自理维度的视觉提示及步骤分解设计。
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37–46.
心智理论ToM
经典的"错误信念任务"研究，构成星图 [Em] 情感心智维度中"心智解读"（Em③ 破局）阶梯的学术根基。
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
认知发展
最近发展区（ZPD）理论支撑了星图系统"在现有能力边界上方 1 步设靶"的里程碑步长设计原则。
Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370–378.
家庭参与Meta
支撑了星图系统将家庭泛化指引作为每节课标配输出的循证依据。