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

About the Author

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.

Reviews

"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
"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