Curricula for Teaching Students with Autism Spectrum Disorder PDF
Preview Curricula for Teaching Students with Autism Spectrum Disorder
Autism and Child Psychopathology Series Series Editor: Johnny L. Matson Hsu-Min Chiang Editor Curricula for Teaching Students with Autism Spectrum Disorder Autism and Child Psychopathology Series Series Editor Johnny L. Matson Department of Psychology Louisiana State University Baton Rouge, LA, USA More information about this series at http://www.springer.com/series/8665 Hsu-Min Chiang Editor Curricula for Teaching Students with Autism Spectrum Disorder Editor Hsu-Min Chiang University of Macau Taipa, Macau ISSN 2192-922X ISSN 2192-9238 (electronic) Autism and Child Psychopathology Series ISBN 978-3-319-69982-0 ISBN 978-3-319-69983-7 (eBook) DOI 10.1007/978-3-319-69983-7 Library of Congress Control Number: 2017962638 © Springer International Publishing AG 2017 This work is subject to copyright. 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Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents Foundations and Development of Curriculum . . . . . . . . . . . . . . . . . . . . . . . 1 Hsu-Min Chiang Theories of Educating Students with Autism Spectrum Disorder . . . . . . . 21 Peishi Wang and Jill Krata Communication and Autism Spectrum Disorder. . . . . . . . . . . . . . . . . . . . . 47 Lynn Kern Koegel and Kristen Ashbaugh Social Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Kalli Kemp Mathematical Problem Solving Instruction for Students with Autism Spectrum Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Young Seh Bae Teaching Science to Students with Autism Spectrum Disorder . . . . . . . . . 115 Bethany McKissick Social Studies for Students with Autism Spectrum Disorder . . . . . . . . . . . 137 Kathryn Haughney and Diane Browder Visual Arts Curriculum for Students with Autism Spectrum Disorder . . . 161 Amanda Newman-Godfrey and Lauren Stichter Building Programs Focused on Daily Living and Adult Independence . . . 195 Amy D. Spriggs, Kevin M. Ayres, Carolyn Trump, and Christopher Taylor Preventing Social Victimization of Youth with Autism Spectrum Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Linda Hickson and Ishita Khemka Sexuality Education for Students with Autism Spectrum Disorder . . . . . . 251 Lorna Littner, Melvyn Littner, and Young Seh Bae v vi Contents Career Development for Students with Autism Spectrum Disorder . . . . . 273 Hsu-Min Chiang and Lauren Andersen Current Trends and Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Hsu-Min Chiang Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Contributors Lauren Andersen Teachers College University, New York, NY, USA Kristen Ashbaugh Stanford University School of Medicine, Palo Alto, CA, USA Kevin M. Ayres The University of Georgia, Athens, GA, USA Young Seh Bae Teachers College, Columbia University, New York, NY, USA Diane Browder University of North Carolina at Charlotte, Charlotte, NC, USA Hsu-Min Chiang University of Macau, Taipa, Macau Kathryn Haughney University of North Carolina at Charlotte, Charlotte, NC, USA Linda Hickson Teachers College, Columbia University, New York, NY, USA Kalli Kemp Rhode Island College, Providence, RI, USA Ishita Khemka St. John’s University, Queens, NY, USA Lynn Kern Koegel Stanford University School of Medicine, Palo Alto, CA, USA Jill Krata St. John’s University, Queens, NY, USA Lorna Littner Fordham University, New York, NY, USA Melvyn Littner Private Consultant, New York, NY, USA Bethany McKissick Mississippi State University, Starkville, MS, USA Amanda Newman-Godfrey Moore College of Art and Design, Philadelphia, PA, USA Amy D. Springs The University of Kentucky, Lexington, KY, USA Lauren Stichter Moore College of Art and Design, Philadelphia, PA, USA vii viii Contributors Christopher Taylor The University of Georgia, Athens, GA, USA Carolyn Trump The University of Georgia, Athens, GA, USA Peishi Wang Queens College, City University of New York, Queens, NY, USA About the Editor Hsu-Min Chiang, Ph.D., is an assistant professor in the Faculty of Education at the University of Macau. She earned her doctorate in special education from Macquarie University in Australia, M.Ed. in special education from Monash University in Australia, and B.Ed. in special education from the National Tainan Teachers College in Taiwan. Before embarking on an academic career, she worked as a self-contained classroom teacher, resource room teacher, and Chinese language teacher at the early childhood, childhood, and adolescent levels. Her research has focused on various areas in autism spectrum disorders, including communication characteristics, cul- tural differences, academic abilities (language and mathematics), teaching strate- gies, postsecondary outcomes, the differences between Asperger’s disorder and autistic disorder, quality of life, and interventions for children with autism and their parents. She is the founder and director of a thematically structured Saturday enrich- ment program for children with autism and a parent education program for parents of children with autism. ix Foundations and Development of Curriculum Hsu-Min Chiang Individuals with autism spectrum disorder (ASD) show persistent deficits in social communication and interaction as well as restricted and repetitive patterns of behaviors, interests, and activities (American Psychiatric Association, 2013). The level of deficits in social interaction, communication, cognitive functioning, and adaptive skills varies across individuals with ASD. Some individuals with ASD have typical intellectual and language development, but others’ cognitive function- ing and language abilities are below average (American Psychiatric Association, 2013). The prevalence of ASD has rapidly increased since 2002 in the United States (Centers for Disease Control and Prevention, 2016). Given that more and more children have been diagnosed with ASD, there is mounting urgency for creating effective intervention programs to serve these students (Sainato, Morrison, Jung, Axe, & Nixon, 2015). Interventions are to provide enhanced learning experience for individuals with ASD (Rogers & Vismara, 2014). They can be designed to address the core features of ASD (e.g., communication, social interaction, stereotypic behaviors) (Odom, Boyd, Hall, & Hume, 2010). Different types of interventions are needed for indi- viduals with ASD across the life span since the learning needs of preschoolers with ASD are different from those of adults with ASD (Volkmar, Rogers, Paul, & Pelphrey, 2014). “Most modern interventions for autism are educational in natu- ral” (Mesibov & Shea, 2011, p. 115). A well-planned intervention constituted a clear conceptual framework, procedural guide, and practices that affect skill changes (Odom, Boyd, Hall, & Hume, 2014). Effective interventions are found to reduce autism severity (Vismara & Rogers, 2010). An effective educational plan is the key to a successful intervention for individuals with ASD (Westling, Fox, & Carter, 2015). H.-M. Chiang (*) University of Macau, Taipa, Macau e-mail: [email protected] © Springer International Publishing AG 2017 1 H.-M. Chiang (ed.), Curricula for Teaching Students with Autism Spectrum Disorder, Autism and Child Psychopathology Series, DOI 10.1007/978-3-319-69983-7_1
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