Abstract: To address the limitations of conventional picture books in social function intervention for children with autism spectrum disorder (ASD)—including poor customizability, insufficient design standardization, and the absence of a closed-loop iterative mechanism—this study integrates Bloom's Taxonomy of Educational Objectives with the Padagogy Wheel model to develop a customized electronic picture book rehabilitation training management system. The system adopts the eight-layer circular architecture of the Padagogy Wheel as its design framework, translates Bloom's six-level cognitive objectives into a progressive sequence of tasks, constructs a closed-loop management process encompassing the four modules of assessment, customization, intervention, and feedback, and realizes functional mapping through a three-tier interface architecture. At the operational level, the system follows a "dual-theory-driven, three-layer mapping" transformation logic: anchoring the cognitive starting point with the ATEC capability baseline (objective mapping), transforming cognitive objectives into task types and interaction modes (activity mapping), and configuring visual and incentive parameters based on sensory and preference data (presentation mapping). Taking the optimized classic emotional picture book When Sophie Gets Angry as a case study, the empirical process is illustrated: a pretest-posttest randomized controlled trial design (experimental group *n* = 13, control group *n* = 13) was employed to evaluate the system's effectiveness. The results showed that the experimental group significantly outperformed the control group on three ATEC subscales: speech/language/communication (F = 22.62, *p* < 0.001, partial η² = 0.49), sensory/cognitive awareness (F = 4.51, *p* < 0.05, partial η² = 0.16), and health/physical/behavior (F = 8.04, *p* < 0.01, partial η² = 0.25). This study provides a reusable theoretical integration paradigm and system implementation pathway for digital rehabilitation management.