Abstract
The purpose of this study was to explore the effects of using Concept Mapping and Self-Regulated Strategy Development Model Writing Course (CSWC) instruction on the narrative writing expression of a high function autistic elementary student through the convergence model in triangulation design of mixed methods. The subjects were a fifth grade high-functioning autism and his 22 classmates. During intervention sessions, they all had six writing lessons by their teacher. After each lesson, the high-functioning autistic student had an extra CSWC instructional lesson by researcher. The results indicated that the high-functioning autistic subject could remember the steps of CSWC. His essays could more focus on topics than before. He got progressive curves in the total number of words, number of words per sentence and syntax quotient. The curve of ＂Score of Essay Quality＂ was down first then up. The T-score was increased in number of words per sentence and syntax quotient, but in the total number of words and ＂Score of Essay Quality＂ was decreased first then increased. CSWC instruction could maintain the subject's narrative writing expression. The motivation of writing didn’t be promoted. Implications for future research and practice are discussed.