Using Music to Encourage Joint Attention for Students with Autism Spectrum Disorder: Attention as a Reciprocal Relationship

2019 ◽  
Vol 105 (4) ◽  
pp. 45-51
Author(s):  
Mary Crum Scholtens
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Autism Spectrum ◽  
Music Educators ◽  
Special Education Students ◽  
Reciprocal Relationship ◽  
Spectrum Disorder ◽  
Music Classroom ◽  
Vocal Responses ◽  
Students With Autism

This article describes effective ways for elementary general music educators to serve their special education students with autism spectrum disorder in the self-contained music classroom. It includes educational, social, and scientific rationales for selecting musical repertoire to support the development of joint attention communication skills for students on the more profoundly affected end of the autism spectrum. Many song titles are included, along with ideas for encouraging and eliciting vocal responses from the students. Resources, including a bibliography of related books and websites for source materials, are also provided.

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Understanding the Socialization of Students with Autism Spectrum Disorder

2020 ◽  
pp. 109-128
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Peer Relationships ◽  
Eye Contact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Affective Development ◽  
Classroom Strategies ◽  
Music Classroom ◽  
Students With Autism

Students with autism often are challenged in the area of social skills and social development. This chapter highlights the following areas of concern for students with autism in the music classroom: the fundamentals of social development; socialization strategies in the music classroom; strategies for extending joint attention and eye contact in the music classroom; peer relationships and affective development; and reverse inclusion. Teacher vignettes are included for application examples.

A Team Approach to Teaching Music to Students with Autism Spectrum Disorder

2020 ◽  
pp. 17-38
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Special Educators ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Staff Members ◽  
Music Classroom ◽  
Student Profiles ◽  
Students With Autism ◽  
Teaching Music

Successful inclusion of students with autism spectrum disorder into the music classroom depends heavily on the positive relationships formed among general education teachers, music educators, special educators, administrators, paraprofessionals, parents, and students. This chapter includes information regarding learning about students with autism spectrum disorder; establishing relationships with other special educators, therapists, and administrator; establishing relationships with other staff members; participating in meetings (including IEP meetings); understanding how least restrictive environment (LRE) applies to students with autism; and making use of student profiles as data.

Teaching Students with Autism Spectrum Disorder: Strategies for the Music Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 87-89
Author(s):  
Ellary A. Draper
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Environment ◽  
Music Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
General Music ◽  
Neighborhood Schools ◽  
Music Classroom ◽  
Control And Prevention ◽  
Students With Autism

The most recent Centers for Disease Control and Prevention report estimates that 1 in 59 children have autism spectrum disorder, and many of these children are receiving their education in their neighborhood schools, possibly participating in general music. Music teachers can make adaptations to their classroom environment and instructional strategies to support students with autism spectrum disorder, so they are able to participate in successful music-making experiences alongside their typical peers.

Music Education for Students With Autism Spectrum Disorder in a Full-Inclusion Context

2021 ◽  
pp. 002242942110428
Author(s):  
Amanda R. Draper
Keyword(s):  
Autism Spectrum Disorder ◽  
Music Education ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Full Inclusion ◽  
Stakeholder Perspectives ◽  
Multiple Case ◽  
Students With Autism

The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students’ experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

A Robotic Therapy Case Study

2017 ◽  
Vol 46 (1) ◽  
pp. 137-148 ◽  
Author(s):  
Nancy Charron ◽  
Lundy Lewis ◽  
Michael Craig
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Humanoid Robot ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Robotic Therapy ◽  
School Year ◽  
Students With Autism ◽  
Viable Method

The purpose of this article is to describe a possible methodology for developing joint attention skills in students with autism spectrum disorder. Co-robot therapy with the humanoid robot NAO was used to foster a student’s joint attention skill development; 20-min sessions conducted once weekly during the school year were video recorded and analyzed for joint attention. Robot therapy may be a viable method to improve communication skills in individuals identified with autism spectrum disorder. This particular student was clearly motivated by working with a humanoid robot.

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