Teaching Students with Autism continued from page 39
unfamiliar context (Kokina & Kern, 2010; Pkada, Ohtake, & Yanagihara, 2010). Social stories are a means of practicing correct behavior for a setting or event beforehand and should describe positive results for the correct behavior; music teachers may wish to design social stories for correct concert behavior, musical trips, or the transition from a middle school to a junior high ensemble. Te social stories should clearly describe the behavior that is incorrect, describe the desired behavior, come from the student’s point of view, use visuals, and use positive expressions. SmartBoards (or smart phones and iPads) can be vehicles for Social Stories. Once a target behavior has been identified and an appropriate Social Story has been developed, the story can be put into a PowerPoint format.
Students love seeing their pictures on the big screen; teachers can take pictures of ASD students doing what they are supposed to do and insert those pictures into the PowerPoint presentation. For example, if an autistic student has a tendency to play their instrument while the teacher is giving instructions, the teacher could take a picture of the student sitting still and not playing, write a short 5-10 sentence story about it, and then the student could help the teacher design the Social Story in PowerPoint. Tis might take some time outside of class, but will enable the student to participate more efficiently during rehearsal.
40
Conclusion All students have the right to a well- rounded music education. As music teachers, it is our responsibility to see that we are informed as to the best methods of imparting that instruction to students. Te research cited above has enabled me to better understand autistic spectrum disorders. In many cases, general suggestions for students with autism can be modified to suit individual students in the music classroom. Te increasing solutions that currently exist can be modified and adapted for the
music classroom to make it a welcoming and educational environment for every student.
References
Cammuso, K. (2011). Inclusion of students with autism spectrum disorders. Brown University Child & Adolescent Behavior Letter, 27(11), 1-6.
Cohen, S. (2010). [Commentary on] Providing services to students with autism spectrum disorders. Journal of Visual Impairment & Blindness, 105(6), 325-329.
Guldberg, K. (2010). Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years. British Journal of Special Education, 37(4), 168-174.
Hourigan, R., & Hourigan, A. (2009). Teaching music to children with autism: understandings and perspectives. Music Educators Journal, 96(1), 40-45.
Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills intervention among high school students with intellectual disabilities and autism and their general
education
peers. Research & Practice for Persons with Severe Disabilities, 36(1/2), 46-61.
Kokina, A., & Kern, L. (2010). Social Story™ Interventions for students with autism spectrum disorders: a meta-analysis. Journal
of Autism & Developmental Disorders, 40(7), 812-826.
Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism & Developmental Disorders, 39(10), 1420-1434.
Okada, S., Ohtake, Y., & Yanagihara, M. (2010). Improving the manners of a student with autism: the effets of manipulating perspective holders in Social Stories™ - a pilot study. International Journal of Disability, Development & Education, 57(2), 207-219.
Ryan, J. B., Hughes, E. M. Katisiyannis, A., McDaniel, M., & Sprinkle, C. (2011). Research-based educational practices for students with autism spectrum disorders. Teaching Exceptional Children, 43(3), 56-64.
Xin, J. F., & Sutman, F. X. (2011). Using the Smart Board in teaching Social Stories™ to students with autism. Teaching Exceptional Children, 43(4), 18-24.
Printed with Permission
Arkansas Music Educators Association Seque, Opus 37, No 3
Nancy Summitt received her B.M.E. from Arkansas Tech University, M.M. in Music
University
Education
from the University of Central Arkansas,
and Ph.D. in Music Education from the
of Memphis. Before
embarking upon her doctoral work, she taught K-12 music in Arkansas for seven years. Dr. Summitt is currently the Assistant Professor of Instrumental Music
Education at University in Greencastle,
DePauw Indiana.
She has presented research at state, regional, and national music education conferences, and has been published in several music education journals.
Wyoming Windsong
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