Search results for: teaching-music-to-students-with-autism

Teaching Music to Students with Autism

Author : Alice M. Hammel
File Size : 59.5 MB
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This book is the first resource to provide a comprehensive study of the music education of students with autism. Topics include: diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges.

Teaching Music to Students with Autism

Author : Alice M. Hammel
File Size : 89.88 MB
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This book is a comprehensive practical guide for music eductors who work with students with autism. This second edition offers fully up-to-date information on diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges. Many 'real-life' vignettes and classroom snapshots are included to transfer theory to practice.

Teaching Music to Students with Special Needs

Author : Alice M. Hammel
File Size : 71.89 MB
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The Second Edition of Teaching Music to Students with Special Needs offers updated accounts of music educators' experiences, featured as vignettes throughout the book. An accompanying Practical Resource includes lesson plans, worksheets, and games for classroom use. As a practical guide and reference manual, Teaching Music to Students with Special Needs, Second Edition addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face, including parental involvement, student anxiety, field trips and performances, and assessment strategies. The book concludes with an updated list of resources, building upon the First Edition's recommendations.

Music Education for Children with Autism Spectrum Disorder

Author : Sheila J. Scott
File Size : 21.60 MB
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Music Education for Children with Autism Spectrum Disorder: A Resource for Teachers provides foundational information about autism spectrum disorder and strategies for engaging students with ASD in music-based activities such as singing, listening, moving, and playing instruments. This practical resource supplies invaluable frameworks for teachers who work with early-years students. The book first provides readers with background information about ASD and how students with this condition manage their behaviors in school environments. It then progresses to provide teachers with information about planning music-based instruction for students on the spectrum. In the book's midsection, readers learn how students with ASD perceive, remember, and articulate pitch perception. Following chapters present a series of practical ideas for engaging students with ASD though songs and singing and concentrate on skills in music listening, most notably on activities that motivate students with ASD to interact with others through joint attention. Challenges that individuals with ASD experience in motor processing are examined, including difficulties with gait and coordination, motor planning, object control, and imitation. This is followed by practical teaching suggestions for engaging students with activities in which movement is mediated through sound (e.g., drum beats) and music. Closing chapters introduce non-pitched percussion instruments along with activities in which children engage in multisensory experiences by playing instruments--musical activities described in preceding chapters are combined with stories and drama to create musical narratives. Music Education for Children with Autism Spectrum Disorder is accompanied by a companion website that supplies helpful supplemental materials including audio of songs notated in the book for easy access.

The Effect of Training on Studio Music Teacher Attitudes Toward Working with Students with Autism

Author : Erin Parkes
File Size : 39.57 MB
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"Diagnoses of autism spectrum disorder are on the rise, with current estimates at 1 in 68. Research in music cognition has demonstrated a strong proclivity towards music in people with autism. Learning a musical instrument can be a significant accomplishment and enjoyable activity for people with autism. However, the majority of studio music teachers have received little or no training on how to address the many and varied challenges of teaching students with autism. This lack of training can lead to poor attitudes towards accepting students with autism or less than adequate music education if the appropriate educational environment is not developed. The objective of this research was to determine the effectiveness of a training intervention on the knowledge and attitudes of studio music teachers. The training consisted of a two-day training workshop on teaching music to students with autism followed by three hours of lesson observation with students across the autism spectrum. Data was collected through pre- and post-test questionnaires, daily experience logs, interviews and informal discussion. Results demonstrate that the training intervention was effective in improving participant knowledge and attitudes towards teaching students with autism in a private music studio setting." --

Teaching Music to Students with Autism

Author : Alice M. Hammel
File Size : 88.82 MB
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Teaching Music to Students with Autism is a comprehensive practical guide for music educators who work with students with autism. Authors and veteran music educators Alice M. Hammel and Ryan M. Hourigan offer an approach centered in inclusion designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. In this second edition, the authors offer fully up-to-date information on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vignettes) written by teachers in the field of music education provides additional opportunities to transfer information to 'real life' situations. Finally, the book offers a chapter of print and web resources for further study.

Music Language and Autism

Author : Adam Ockelford
File Size : 56.5 MB
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Children with autism often have an intense natural musicality. This book explains how music and language 'work' as systems of communication, and why music holds such a fascination for many young people on the autism spectrum. There are strategies for showing how music can be used to support language development and even substitute for verbal communication. Exploring the progression from a young child's intuitive engagement with music, to using it as a scaffold for communication, socialisation and understanding, the book illustrates, through the use of detailed case studies, how music nurtures a sense of self and provides a positive outlet to express inner thoughts and feelings without resorting to challenging or even destructive behaviours. Presenting an innovative approach to the use of music with people on the autism spectrum, this book will be a fascinating resource for speech and language therapists, music therapists, occupational therapists, teachers, teaching assistants, educational psychologists, carers and parents of people with autism.

Using music in the classroom for students with Autism Spectrum Disorder

Author : Jennifer L. Griffith
File Size : 46.46 MB
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There are many benefits to utilizing music strategies in the classroom to help students with autism spectrum disorder be successful. Children with autism face many unique challenges in the classroom, particularly in the areas of language/communication, social/emotional, and independence. Thus, there are often lost learning opportunities, particularly in the general education setting. Children with autism respond positively to music intervention, and are able to connect and make meaningful learning experiences through the use of music. This project analyzes targeted music rationales to enhance student engagement and focus, social skills/responsiveness, and student independence with routines and transitions in the classroom. Specific music strategies to utilize in the classroom with students with autism are described, and evaluation data sheets for student documentation are provided so that teachers can meet the needs of all students and help students with autism are described, and evaluation data sheets for student documentation are provided so that teachers can meet the needs of all students and help students with autism be successful in the school setting. The intended focus of the project is to introduce positive music strategies that can be used in the classroom to enhance the skills of children with autism and make them more successful in the school setting.

Exceptional Music Pedagogy for Children with Exceptionalities

Author : Deborah Blair
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Exceptional Music Pedagogy for Children with Exceptionalities offers readers in music education, music therapy, and music in special education communities a new, important, and globally-informed resource for effective music pedagogies. Volume editors Deborah VanderLinde Blair and Kimberly McCord have assembled here a diverse and international set of teachers and researchers. Each working outward from their own national perspectives, the chapter authors explore the histories of legislative initiatives, discuss the implementation of both mandates and teacher led creative strategies, and provide a vast array of pedagogical suggestions and scenarios that support teachers and communities who work with students with disabilities. Featuring chapters from a global set of education communities, the authors represent a wide range of pedagogical approaches for learners in a variety of contexts. This book is an important, expansive collection of practical expertise, and an invaluable resource to the special music education community across the globe.

A Study of the Use of Musical Forms to Teach Social and Behavioral Values to Children with Autism Spectrum Disorder

Author : Trygve Peterson
File Size : 80.30 MB
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Explores the use of original music compositions as a medium of instruction for teaching simple social stories in an early-age elementary school classroom. The seven students in this study have autistic spectrum disorder (ASD). This thesis studies the effect of four newly composed songs that employ a traditional "call and response" form. Assessments before and after the instruction period showed that this intervention had positive outcomes.

Kids Music n Autism

Author : Dorita S. Berger
File Size : 70.62 MB
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Many children with autism feel a natural connection with music, but don't always find it easy to participate in musical activities. Packed with tips, advice and activities, this book shows how music and rhythm can help with brain development and quality of life, and how to encourage a genuine enjoyment of music. Dr Berger draws on her many years of experience in music-based clinical work, teaching and coaching, to answer common questions regarding musical interactions for children with autism. From what instrument to choose, how to find the right teacher, how to get your child to practice music, and even taking children to public music events, this book has all the essential information for you to dip into as and when needed. With practical information to help you solve problems that may arise, such as sensory overload, let this book guide you and your child towards positive interactions with music, regardless of whether or not they have prior musical abilities.

Perfect Pitch in the Key of Autism

Author : Henny Kupferstein
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Autistic people and musical individuals often have perfect pitch, a gift they were born with. The musical gift may be accompanied with learning differences such as reading comprehension problems, trouble with mathematics, and significant difficulties in learning how to read music. This book was written by a music therapist and an autistic researcher, and is endorsed by leading experts in the field of autism and special-needs education. The Rancer Method is presented as page-by-page instructions to be implemented with readily-available method books so that every piano teacher can follow it and do well by their students. "By focusing on the abilities rather than the deficits of people with learning, perceptual, motor, and other differences, Kupferstein and Rancer have developed a revolutionary piano pedagogy that will empower individuals with autism and other differences by unleashing the power of what can be done." Stephen M. Shore, Ed.D. Internationally known professor, consultant, speaker, and author on issues related to the autism spectrum and special education. Person on the autism spectrum p>"This book will help the quirky kid who is different to be successful in music. This method may help open musical doors for many individuals on the autism spectrum." Temple Grandin, author Thinking in Pictures and The Autistic Brain.

An Attitude and Approach for Teaching Music to Special Learners

Author : Elise S. Sobol
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This book is an international handbook of inspirational wisdom for teaching music universally to enhance the learning potential in children of all ages, backgrounds, and capabilities.

Teaching Music to Students with Special Needs

Author : Alice Hammel
File Size : 26.51 MB
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The Second Edition of Teaching Music to Students with Special Needs offers updated accounts of music educators' experiences, featured as vignettes throughout the book. An accompanying Practical Resource includes lesson plans, worksheets, and games for classroom use. As a practical guide and reference manual, Teaching Music to Students with Special Needs, Second Edition addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face, including parental involvement, student anxiety, field trips and performances, and assessment strategies. The book concludes with an updated list of resources, building upon the First Edition's recommendations.

The Effects of Music and Music Therapy on Students with Autism Spectrum Disorder

Author : Ronda Eakins
File Size : 75.21 MB
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The purpose of this study is to examine teachers' and music therapists' opinions of whether or not music and music therapy are successful interventions when used with individuals with autism. The participants in the survey are people who work with or are currently working with students diagnosed with autism spectrum disorders. the surveys results show that respondents either had no opinions of the use of music therapy, or they felt music therapy had a positive effect on social interaction, behavior, and communication of students with autism spectrum disorders. Specific music therapies that may be implemented are disclosed.

The Sounds of Music

Author : Joyce Castle Meeks
File Size : 79.23 MB
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This project highlights the need for a music curriculum that facilitates the teaching of music experiences to students with Autism and other developmental disabilities. Leading researchers such as Wigram and Gold (2006), Bhatara, (2009), and Sharma and Jagdev (2011) indicate that there are many positive outcomes when students with Autism and other developmental disabilities participate in music education, music-based curriculums, and music activities. This project provides special educators with a music curriculum that facilitates the teaching of music experiences to students with Autism and other developmental disabilities. It offers behavioral and curricular adaptations, as well as presentational strategies and lesson plans for planning music instruction for various disabilities and grade levels in the music classroom. Project implementation guidelines and recommendations detail project limitations and suggestions that allow for student development in the areas of supporting communication and socialization, and in promoting positive student behaviors for students with Autism Spectrum Disorder (ASD) and other developmental disabilities.

The Oxford Handbook of Preservice Music Teacher Education in the United States

Author : Colleen Conway
File Size : 69.61 MB
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The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.

Envisioning Music Teacher Education

Author : Susan Wharton Conkling
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This volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfME’s Society for Music Teacher Education and hosted at University of North Carolina.

Learning to Teach Music in the Secondary School

Author : Chris Philpott
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Learning to Teach Music in the Secondary Schoolis intended to support student-teachers, newly qualified teachers and more experienced music teachers in their professional development. Topics covered include: the place of music in the curriculum the nature of musical learning planning, managing and assessing musical learning school examinations and music music outside of the curriculum. One of the main premises of the book is that music needs to be taught 'musically', with specific reference to both the nature of music itself and its metaphorical significance. It is important that music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians. This book will help student-teachers to develop their subject knowledge, teaching skills, understanding of the wider issues and their ability to reflect on classroom practice.

Two Case Studies of Unsolicited Behaviors Demonstrated by Students with Autism Spectrum Disorder in the Elementary Music Classroom

Author : Rebekah W. Burcham
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ABSTRACT: According to the Centers for Disease Control and Prevention, the number of children diagnosed with Autism Spectrum Disorder (ASD) is now at 1 in 110 for 8-year-olds. With this number of diagnosed cases on the rise, music educators need to be prepared to teach these students effectively. For music teachers to instruct these students in the most effective way, it is important to understand the needs of this ASD population. An essential part of understanding the needs of these students with ASD is knowing what elements of music activities trigger unsolicited behaviors. In a case study using the grounded theory design, two young females, 9 and 11 years old with ASD, were studied in the music classroom. The students were video recorded during three regular music lessons to determine if and when they had any unsolicited behaviors and what activities might have caused the behaviors. The music lessons included activities such as moving to music, listening to music, composing, and performing. The researcher and an outside observer viewed the video recordings and completed observation protocols for each lesson. The protocols were then hand-coded 12 to determine when unsolicited behaviors occurred. After coding the data, comparison of all information took place. The data gathered from the videos were compared to information collected from the two participants' parents and regular classroom teachers through Gilliam Autism Rating Scale (GARS), Childhood Autism Rating Scale (CARS), and Connors Checklist. The most significant theme that arose was that both participants had difficulty during listening activities. There were 48 occurrences of the unsolicited behavior of fidgeting during listening activities and 42 occurrences of fixation during listening activities. Of all the unsolicited behaviors noted, 69% were during listening activities.