LEADER 05132nam 22005413u 450 001 9910463245903321 005 20210107000916.0 010 $a0-19-985678-8 035 $a(CKB)2670000000397217 035 $a(EBL)1286287 035 $a(OCoLC)853362795 035 $a(MiAaPQ)EBC1286287 035 $a(EXLCZ)992670000000397217 100 $a20140113d2013|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 200 10$aTeaching Music to Students with Autism$b[electronic resource] 210 $aOxford $cOxford University Press, USA$d2013 215 $a1 online resource (187 p.) 300 $aDescription based upon print version of record. 311 $a0-19-985676-1 327 $aCover; Contents; Foreword; Preface; Acknowledgments; 1. What Is Autism Spectrum Disorder? An Explanation of the Diagnosis; Autism Spectrum Disorders: Diagnostic Information; Change in Diagnostic Criteria; Characteristics or Features of Autism Spectrum Disorder; How Do I Know I Am Teaching a Student with Autism Spectrum Disorder?; Early Intervention; Typical Interventions and Treatment Models; Applied Behavior Analysis and Discrete Trial Training; Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) Curriculum; DIR/Floortime; Cognitive Coaching 327 $aSocial StoriesConclusion; References; Discussion Questions; 2. A Team Approach to Teaching Music to Students with Autism Spectrum Disorder; Learning about Your Student(s) with Autism Spectrum Disorder; Learning about Other Educators, 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 Spectrum Disorder; Student Profile Revisited; Questions for the IEP/504 Meeting; Conclusion; References 327 $aDiscussion Questions and Suggested Activities3. Understanding Communication and Students with Autism Spectrum Disorder; 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; Reciprocation; 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 327 $aStep 1: Establish Eye ContactStep 2: Encourage Joint Attention; Step 3: Encourage Reciprocation; Augmentative and Alternative Communication for Students with Autism; Communication Interruptions (a Failure to Communicate); Social Stories; Conclusion; References; Discussion Questions; 4. Understanding Cognition and Students with Autism Spectrum Disorder; Theory of Mind and Cognition; Weak Central Coherence; Strategies for Assisting with Central Coherence Challenges; Executive Function; Joint Attention (as It Relates to Cognition) 327 $aMusical Cognition, Perception, and Response in Students with AutismConclusion; References; Discussion Questions; 5. Classroom Behavior and Students with Autism; Child Behavior Development and Students with Autism; Understanding Applied Behavior Analysis and Discrete Trial Training; Outbursts, Meltdowns, and Other Disruptions; The Antecedent; The Behavior; The Consequence; Odd or Repetitive Behavior; Behavior and Communication; Schedule, Routine, and the Link with Behavior; Creating a Behavior Plan for a Student with Autism; Social Skills and Behavior; Related Medical Issues and Behavior 327 $aConclusion: Assessment of Behavior (Taking Data for the IEP) 330 $aTeaching 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 606 $aAutistic children -- Education 606 $aChildren with autism spectrum disorders -- Education 606 $aMusic -- Instruction and study 606 $aSpecial education 608 $aElectronic books. 615 4$aAutistic children -- Education. 615 4$aChildren with autism spectrum disorders -- Education. 615 4$aMusic -- Instruction and study. 615 4$aSpecial education. 676 $a371.94 676 $a616.89/1654 700 $aHammel$b Alice M$0978458 701 $aHourigan$b Ryan M$0904274 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910463245903321 996 $aTeaching Music to Students with Autism$92229896 997 $aUNINA LEADER 01467oam 2200469 450 001 9910714011603321 005 20180706161217.0 035 $a(CKB)3780000000321643 035 $a(OCoLC)988782734 035 $a(EXLCZ)993780000000321643 100 $a19800207d1980 ua 0 101 0 $aeng 135 $aurmn|||||n||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMethodology for projections of industry employment to 1990 210 1$a[Washington, D.C.] :$cU.S. Department of Labor, Bureau of Labor Statistics,$d1980. 215 $a1 online resource (iv, 73 pages) 225 1 $aBulletin ;$v2036 300 $a"February 1980.' 320 $aIncludes bibliographical references. 606 $aEmployment forecasting$zUnited States 606 $aEconomic forecasting$zUnited States 606 $aEconomic forecasting$2fast 606 $aEmployment forecasting$2fast 607 $aUnited States$2fast 615 0$aEmployment forecasting 615 0$aEconomic forecasting 615 7$aEconomic forecasting. 615 7$aEmployment forecasting. 676 $a331.110973 712 02$aUnited States.$bBureau of Labor Statistics, 801 0$bZ5A 801 1$bZ5A 801 2$bOCLCO 801 2$bOCLCF 801 2$bGPO 906 $aBOOK 912 $a9910714011603321 996 $aMethodology for projections of industry employment to 1990$93301169 997 $aUNINA