图书简介 馆藏图书馆

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

Trade Policy 买家须知