1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, complete edition. New York, NY: Longman.
2. Ashman, A. F. et Conway, R. N. F. (1989). Cognitive strategies for special education: Process-based instruction. New York, NY: Routledge.
3. Ayres, K. M., Mechling, L. et Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50(3), 259-271. doi:10.1002/pits
4. Bambara, L. M. et Gomez, S. C. (2001). Using a self-instructional training package to teach complex problem-solving skills to adults with moderate and severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 36(4), 386-400.
5. Berger, J.-L. et Büchel, F. P. (2013). L’apprentissage autorégulé : perspectives théoriques et recherches empiriques. Nice, France: Ovadia.