Overview

Teaching Music to Students with Autism is a comprehensive resource for everyone who works with students with autism within the music classroom. The authors focus on understanding autism, advocating for students and music programs, and creating and maintaining a team approach by working together with colleagues effectively. A significant portion of the book is focused on understanding and overcoming the communication, cognition, behavior, sensory, and socialization challenges inherent in working with students with autism. The authors suggest ways to structure classroom experiences and learning opportunities for all students. The book includes vignettes and classroom snapshots from experienced music teachers which provide additional opportunities to transfer theory to real-life application.

Full Product Details

Author:   Alice M. Hammel (Instructor in Music Education, Instructor in Music Education, James Madison and Christopher Newport Universities) ,  Ryan M. Hourigan (Assistant Professor of Music Education, Assistant Professor of Music Education, Ball State University)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 23.10cm , Height: 1.50cm , Length: 15.50cm
Weight:   0.318kg
ISBN:  

9780199856763

ISBN 10:   0199856761
Pages:   192
Publication Date:   19 September 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

"Foreword by Marilyn Friend Chapter 1 What is Autism? An Explanation of the Diagnosis Autism Spectrum Disorders: Diagnostic Information Change in Diagnostic Criteria Characteristics or Features of Autism How do I know I am Teaching a Student with Autism? Early Intervention Typical Interventions and Treatment Models Applied Behavior Analysis and Discrete Trial Training (ABA) Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) Curriculum DIR/Floortime Cognitive Coaching Social Stories Conclusion Discussion Questions Chapter 2 A Team Approach to Teaching Music to Students with Autism Learning about your Student (s) with Autism Learning about other Educators and Therapists, and Professionals in the District Building Relationships with Parents Building Relationships with other Staff Members Administrative Support Participation in Meetings Understanding the Least Restrictive Environment and a Student with Autism A Student Profile Revisited Conclusion Discussion Questions and Suggested Activities: Chapter 3 Understanding Communication and Students with Autism in the Music Classroom Unique Communication Characteristics of Persons with Autism Complications with Eye Gaze or Eye Contact Eye Contact and Theory of Mind Inattentiveness and Eye Contact Echolalia Joint Attention Receptive and Expressive Language Skills Receptive Language Expressive Language Development (Cause and Effect) Strategies for Music Educators in Expressive and Receptive Language Steps to Affective Communication with Students with Autism in the Music Classroom Step 1-Eye Contact Step 2-Joint Attention Step 3-Reciprocation Augmentative and Alternative Communication (AAC) for Students with Autism Communication Interruptions (a failure to communicate) Social Stories Conclusion Discussion Questions Chapter 4 Understanding Cognition and Students with Autism in the Music Classroom Theory of Mind and Cognition Weak Central Coherence Strategies for Assisting with Central Coherence Challenges in the Music Classroom Executive Function Joint Attention (as it relates to cognition) Musical Cognition, Perception, and Response in Students with Autism Conclusion Discussion Questions: Chapter 5 Classroom Behavior and Students with Autism Child Behavior Development and Students with Autism Understanding Applied Behavior Analysis (ABA) and Discrete Trial Training (DTT) Outbursts, Meltdowns, and other Disruptions The Antecedent The Behavior The Consequence of the Behavior Odd or Repetitive Behavior Behavior and Communication Schedule, Routine and the Link with Behavior Creating a Behavior Plan for Students with Autism Social Skills and Behavior Related Medical Issues and Behavior Conclusion: Assessment of Behavior (taking data for the IEP) Discussion Questions: Chapter 6 Understanding Socialization of Students with Autism in the Music Classroom The Fundamentals of Social Development and Children with Autism Gaze/eye-contact and Joint Attention and Socialization Extending Eye Contact and Joint Attention in the Music Classroom Social Speech and Social Play Social Speech and Social Play in the Music Classroom Affective Development Affective Development in the Music Classroom Imitation Peer Relationships and Social Interaction Peers Relationships and Social Interaction in the Music Classroom Reverse Inclusion Conclusion Discussion Questions Chapter 7 Autism, Sensory Dysfunction, and Music Education Tactile Challenges in the Music Classroom Vestibular and Proprioceptive Challenges in the Music Classroom Visual Dysfunction Auditory Sensitivity and Dysfunction Sensory Motor/Motor Planning/Dyspraxia Sensory Breaks (Conclusion) Discussion Questions Chapter 8 Advocacy for Students with Autism in Music Education Fostering Relationships with All Stakeholders Parents Special Education Administrators Classroom Teachers Conditions for Music Learning for Students with Autism Learning Environment One-on-one Support Multiple Ways to Demonstrate Knowledge Teacher Qualities that Must Exist in Music Classrooms Local Community Not for Profit Organizations Public ""Informances"" Including Students with Autism Student Support and Awareness Groups Conclusion Discussion Questions: Chapter 9 Classroom and Ensemble Snapshots of Teaching Music to Students with Autism Classroom-based Examples of Teaching Music to Students with Autism Performance-based Examples of Teaching Music to Students Conclusion Chapter 10 Resources for Music Teachers in Teaching Music to Students with Autism Section 1: Internet Resources Internet Resources Pertaining to Persons with Autism Online Autism Communities Autism Apps Internet Resources Pertaining to Persons with Asperger Syndrome Internet Resources Pertaining to Persons with Rett Syndrome Section 2: Print Resources for Music Educators and Music Teacher Educators Research within music education pertaining to students with autism Dissertations within Music Education and Music Therap Books Within Music Therapy and Music Education Books Within General Education Practitioner Articles Within Music Education About the Authors Index"

Reviews

A helpful support for those needing encouragement and a general resource for those wishing to communicate more effectively with parents, colleagues, and administration in order to help students attain an optimal learning environment... Recommended. * Choice * Following on the heels of their eminently useful Teaching Music to Students with Special Needs: A Label-Free Approach, Hammel and Hourigan have once again provided music educators with an invaluable resource for attempting to meet the educational and musical needs of students who are on the autism spectrum. * Janice Smith, Associate Professor of Music Education, Aaron Copland School of Music, Queens College, City University of New York * Teaching Music to Students with Autism provides an invaluable resource for music educators at both elementary and secondary levels. The practical suggestions, realistic situations, and sensitive, well-informed explanations presented in the book not only inform us to become more effective teachers but inspire us to become more compassionate ones. * Joy Anderson, Assistant Director, Shenandoah Valley Children's Choir and Elementary Music Teacher, Eastern Mennonite School, Harrisonburg, VA *

<br> Teaching Music to Students with Autism provides an invaluable resource for music educators at both elementary and secondary levels. The practical suggestions, realistic situations, and sensitive, well-informed explanations presented in the book not only inform us to become more effective teachers but inspire us to become more compassionate ones. --Joy Anderson, Assistant Director, Shenandoah Valley Children's Choir and Elementary Music Teacher, Eastern Mennonite School, Harrisonburg, VA<p><br> Following on the heels of their eminently useful Teaching Music to Students with Special Needs: A Label-Free Approach, Hammel and Hourigan have once again provided music educators with an invaluable resource for attempting to meet the educational and musical needs of students who are on the autism spectrum. --Janice Smith, Associate Professor of Music Education, Aaron Copland School of Music, Queens College, City University of New York<p><br>

Author Information

Alice M. Hammel is on the music faculties of Virginia Commonwealth and James Madison Universities. She is in demand as a clinician and teacher throughout the United States and is widely published in the areas of music education, teacher education, and students with special needs. Dr. Hammel holds several concurrent leadership positions in the field of music education and is a multiple award recipient honoring her work in the field. Ryan M. Hourigan is Associate Professor and Associate Director of the School of Music at Ball State University. He is an advocate, teacher, clinician, and prolific publisher of research in the area of children with exceptionalities.

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