Lindsey5Showalter

800#South#Main#St,#Harrisonburg,#VA#22801

Introduction Results Conclusions

What is Autism?
Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that Although students with autism experience
affects the normal functioning of the brain. Structural differences in the frontal and temporal lobes make the two lobes much harder to tell apart. unique challenges when learning in the
The purpose of this research was to explore the challenges
students with autism face in the classroom and the strategies
Common Symptoms:
classroom, there are many ways in which
that teachers can use to address these challenges and help educators can adapt instruction to provide
facilitate music learning. While every student comes with his - Delays in communication
or her own individual needs as a learner, students with - Repeating words or phrases meaningful musical experiences to those
autism experience some common specific difficulties with - Social difficulties students. Additionally, music learning and
their cognitive functions. There are certain techniques - Unresponsiveness to verbal cues activities can be used to target specific
teachers can use to adapt their instruction to best - Oversensitivity
accommodate these needs. Some of the effects of music
communication and social difficulties. Overall,
- Odd or unusual repetitive play
learning on students with autism were also investigated. - Self stimulation
every person with autism experiences different
challenges with communication, cognitive
Challenges of Autism in the Classroom functions, and social interactions, and all in
Sensory Processing different levels. It is not safe to assume that
- under- or over-responsive one strategy for teaching students with autism
- Dysfunction in Sensory Integration (DSI) will be affective for all. Every educator must
- Tactile dysfunction
- Visual dysfunction
take the time to get to know his or her students
Materials and methods Communication and each one’s specific needs. This includes
- Verbal versus nonverbal becoming familiar with IEPs.
This research is based off of a review of - Picture Exchange System (PECS)
- Nonverbal cues
literature. Articles were considered for review Implications of further research on this topic
- Echolalia: constantly repeating a phrase
that provided necessary and reliable include more specific studies on verbal versus
information regarding music learning and Strategies for Teaching Students with Autism nonverbal students with autism. How might
autism. - Participation, input, output, alternate goals, physical space of classroom, level of support those students use music as a way of
- Transitions: play recorded music, give verbal cues as to what is ending and what should come next, provide a written schedule, give student time to communication, or do they at all? Further
adjust
investigation into this specific topic should be
- Social stories and improvisation
- Least restrictive environment: develop a classroom that is predictable and consistent
done.
- Get to know each individual student
- Become familiar with IEPs
- Open communication with guardians and other professionals
- Be aware of potential triggers

Literature5cited
Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant
Hammel, A. M., & Hourigan, R. M. (2013). Teaching music to students with autism. New York, NY: Oxford University Press.
Further information
Learning Needs. Education and Treatment of Children, 32(1), 37-61. Retrieved from http://www.jstor.org/stable/42900006
Hourigan, R., & Hourigan, A. (2009). Teaching Music to Children with Autism: Understandings and Perspectives. Music Educators Journal, 96(1), 40–45.
https://doi.org/10.1177/0027432109341370
Darrow, A.-A. (2009). Adapting for Students With Autism. General Music Today, 22(2), 24–26. https://doi.org/10.1177/1048371308328384
For further information on this topic, feel free to contact
Simpson, K. & Keen, D. J Autism Dev Disord (2011) 41: 1507. https://doi.org/10.1007/s10803-010-1172-y
Greher, G. R., Hillier, A., Dougherty, M., & Poto, N. (2010). SoundScape: An interdisciplinary music intervention for adolescents and young adults on the Autism Lindsey Showalter at showallr@dukes.jmu.edu for a
Spectrum. International Journal of Education & the Arts, 11(9). Retrieved [December 9, 2018] from http://www.ijea.org/v11n9/. complete review of this cited literature.