آلاحمد، ج. (1362). مدیر مدرسه. تهران: رواق.
آهنگر، ع.ع.، اسلامی شهربابکی، م.، مجاهدی رضائیان، س.، و سرمست، ن. (1396). بررسی مقایسه ای درک روابط واژگانی در گفتمان روایی دانشآموزان عادی و سندرم داون آموزش پذیر فارسیزبان. فصلنامه روانشناسی افراد استثنایی، 7(28)، 137- 157.
باطنی، م.ر. (1378). زبان و تفکر. تهران: آگاه.
خرمایی، ع؛ و اسکروچی، ا. (1394). بررسی ارجاع گفتمانی در زبان فارسی براساس سلسله مراتب کهنگی گاندل، هدبرگ و زاخاراسکی. علم زبان، 3(4)، 111- 154.
دبیرمقدم، م. (1392). ردهشناسی زبانهای ایرانی (جلد 1). تهران: سمت.
دبیرمقدم، م. (1396). زبانشناسی نظری: پیدایش و تکوین دستور زایشی. ویراست سوم، تهران: سمت.
رضایی، س. (1393). اختلال اتیسم: تبیین، ارزیابی، تشخیص و درمان. تهران: آوای نور.
سیجانی، ص.، هاشمی آذر، ژ.، و کاظمی، ف. (1393). بررسی مقایسهای تاثیر داستانهای اجتماعی با محتوای انسانی و محتوای بیجان بر مشارکت و همکاری کودکان مبتلا به سندرم آسپرگر. فصلنامه روانشناسی افراد استثنایی، 4(16)، 37- 55.
شهیم، س. (1387). مقیاس تجدید نظر شده هوشی وکسلر برای کودکان. شیراز: انتشارات دانشگاه شیراز.
علایی، ب. (1392). ارجاع، مصداق‌های واقعی و مصداق‌های گفتمانی. علم زبان. 1(1)، 109-130.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.
Arnold, J. E., Bennetto, L., & Diehl, J. J. (2009). Reference production in young speakers with and without autism: Effects of discourse status and processing constraints. Cognition, 110(2), 131-146.
Baltaxe, C. A. M. (1977). Pragmatic deficits in the language of autistic adolescents. Journal of Pediatric Psychology, 2, 176–180.
Bamberg, M. G. (1987). The acquisition of narratives: Learning to use language (Vol. 49). Walter de Gruyter.
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.
Botting, N. (2002). Narrative as a clinical tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18, 1–22.
Boudreau, D. M. (2007). Narrative abilities in children with language impairments. In R. Paul (Ed.), Language disorders from a developmental perspective (pp. 331–356). Mahwah, NJ: Lawrence Erlbaum Associates.
Chafe, W. L. (1994). Discourse, consciousness, and time. Chicago: Chicago University Press.
Dahlgren, S., & Sandberg, D. A. (2008). Referential communication in children with autism spectrum disorder. Autism: The International Journal of Research and Practice, 12(4), 335-48.
Fortea, I. B., Forner, C. B., Colomer, C., Casas, A. M., & Miranda, B. R. (2018). Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production. Research in Autism Spectrum Disorders, 50, 22-31.
Givón, T. (1983). Topic continuity in discourse. John Benjamins Publishing Company.
Gorman, B. K., Bingham, G. E., Fiestas, C. E., & Terry, N. P. (2016). Assessing the narrative abilities of Spanish-speaking preschool children: A Spanish adaptation of the narrative assessment protocol. Early Childhood Research Quarterly, 36, 307-317.
Gundel, J. K., Hedberg, N., & Zacharski, R. (1993). Cognitive status and the form of referring expressions. Language, 69, 274–307.
Hickmann, M. (2004). Children’s discourse: Person, space and time across languages. Cambridge, Cambridge University Press.
Hilvert, E., Davidson, D. & Gámez, P. B. (2016). Examination of script and non-script based narrative retellings in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 29–30, 79-92.
Humnick, L. A. (2009). Pronouns in Kumyk Discourse: A Cognitive Perspective. Unpublished Ph.D. thesis, University of Minnesota.
Jones, A. C., Toscano, E., Botting, N., Atkinson, J. R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in developmental disabilities, 59, 268-282.
Karmiloff-Smith, A. (1995). Beyond modularity: A developmental perspective on cognitive science. MIT press.
Kibrik, A. A. (2011). Reference in discourse. Oxford University Press.
King, D., Dockrell, J., & Stuart M. (2014). Constructing fictional stories: A study of story narratives by children with autistic spectrum disorder. Research in Developmental Disabilities, 35, 2438-2449.
Kroncke, A. P., Willard, M., & Huckabee, H. (2016). Assessment of Autism Spectrum Disorder: Critical Issues in Clinical, Forensic and School Settings. Springer.
Levelt, W.J.M. (1989).
Speaking: from Intention to Articulation. MIT Press, Cambridge.
Levinsohn, S. H. (2015). Self-Instruction materials on narrative discourse analysis. Dallas: SIL International.
Mäkinen, L., Loukusa, S., Nieminen, L., Leinonen, E., & Kunnari, S. (2014). The development of narrative productivity, syntactic complexity, referential cohesion and event content in four-to eight-year-old Finnish children. First Language, 34, 24–42.
Mayer, M. (1969). Frog, where are you? New York, NY: Dial Press.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders, 38(3), 287–313.
Novogrodsky, R. (2013). Subject pronoun use by children with autism spectrum disorders (ASD). Clinical Linguistics & Phonetics, 27(2), 85–93. doi:10.3109/02699206
Owens Jr, R. E. (2012). Language development: An introduction. Pearson.
Petersen, D. B. (2011). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly, 32(4), 207–220.
Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of child language, 29(2), 417-447.
Roberts, J. R., Barjasteh Delforooz, B., & Jahani, C. (2009). A study of Persian discourse structure. Acta Universitatis Upsaliensis.
Rumelhart, D. E. (1975). Notes on a schema for stories. In: Bobrow, D. G. and Collins, A. Representation and understanding: Studies in cognitive science. New York: Academic Press.
Sah, W. H., & Torng, P. C. (2015). Narrative coherence of Mandarin-speaking children with high-functioning autism spectrum disorder: an investigation into causal relations. First Language, 35(3), 189-212.
Serratrice, L. (2007). Referential cohesion in the narratives of bilingual English-Italian children and monolingual peers. Journal of Pragmatics, 39, 1058–1087.
Smith, C. S. (2003). Modes of discourse: The local structure of texts (Vol. 103). Cambridge University Press.
Tager-Flusberg, H. (1995). Once upon a ribbit: Stories narrated by autistic children. British Journal of Developmental Psychology, 13(1), 45–59.
Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16(3), 241–256.
Turkington, C. & Anan, R. (2007). The Encyclopedia of Autism Spectrum Disorders. Infobase Publishing.
Vermeulen, P. (2015). Context blindness in Autism Spectrum Disorder: Not using the forest to see the trees as trees. Focus on Autism and Other Developmental Disabilities, 30(3), 182–192.
Wicklund, M. D. (2012).
Use of referring expressions by autistic children in spontaneous conversations: does impaired metarepresentational ability affect reference production? (in partial fulfillment of the requirements for the degree of doctor of philosophy). Retrieved from the University of Minnesota Digital Conservancy,
http://hdl.handle.net/11299/120991.
Williams, T., & Scheutz, M. (2017). Reference in Robotics: a Givenness Hierarchy Theoretic Approach. In J. Gundel & B. Abbott (Eds.). The Oxford Handbook of Reference. Oxford University Press.
)