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