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Zusatztext 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. Informationen zum Autor Dr. Alice M. Hammel is on the music faculties of Virginia Commonwealth and James Madison Universities. Dr. Ryan Hourigan is Associate Professor and Associate Director of the School of Music at Ball State University. Klappentext This book is the first resource to provide a comprehensive study of the music education of students with autism. Topics include: diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges. "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 "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 Zusammenfassung This book is the first resource to provide a comprehensive study of the music education of students with autism. Topics include: diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges. 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 ;...
