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010 a| 2016021613;

020 a| 9780190606343q| paperbackq| alkaline paper;

020 a| 9780190606336q| hardcoverq| alkaline paper;

020 z| 9780190606374q| electronic book;

020 z| 9780190606381q| companion website;

035 a| (WaSeSS)ssj0001758365;

042 a| pcc;

049 a| EREEa| NEHH;

050 00 a| MT17b| .S4 2017;

082 00 a| 618.92/858820651542| 23;

100 1 a| Scott, Sheila J.?| UNAUTHORIZED;

245 10 a| Music education for children with autism spectrum disorderh| [electronic resource] :b| a resource for teachers /c| Sheila J. Scott.;

260 a| New York :b| Oxford University Press,c| [2017];

300 a| xxv, 238 pages :b| illustrations, music ;c| 24 cm;

504 a| Includes bibliographical references (pages 225-235) and index.;

505 0 a| Autism and music education. The musical child -- What is autism? -- Qualitative impairments in social Interaction -- Restrictive and repetitive behaviors and/or interests -- Autism and education -- Communication. Joint attention ; Play ; Verbal communication ; Teachers' use of language -- School environments. Sensory challenges ; Routine ; Student engagement ; Independence -- Developing relationships with instructional assistants -- Chapter summary.;

505 0 a| Planning for instruction. Programming in music education -- Differentiated instruction. Student profile (initial assessment) ; Program profile (initial assessment) ; Program profile (continuing assessment) -- Planning learning experiences -- Universal design for learning. Principles of universal design ; Universal design and instruction -- Lesson planning. Context ; Content differentiation ; Lesson outline -- Sample lesson : Grade 2 music. Context ; Content differentiation ; Lesson outline -- Learning sessions for groups of children with ASD. Lesson planning template ; sample lesson -- Chapter summar.;

505 0 a| Songs and singing. Cognitive perceptions -- Pitch perception -- Relationships between language and music -- Vocal (singing) experiences for children on the autism spectrum -- Echolalia -- Teachers' vocal models -- Choosing a repertoire of songs -- Musical considerations -- Texts -- Leading songs -- Teaching songs by rote -- Whole song approach -- Vocal experiences for children on the autism spectrum -- Motivation. Personalizing a greeting ; Personalizing songs ; Language as song (sung speech) -- Pitch discrimination. Kazoo ; Voice -- Pitch production. Call and response; Vocalizing contour ; Kazoo -- Songs with simple repeated syllables -- Songs and language development -- Picture books based on songs. Choosing singing books; Using singing books -- Chapter summary.;

505 0 a| Listening to music. Pedagogical principles for listening -- Musical genres and styles -- Length -- Regularity -- Multisensory engagement -- Familiarity -- Music listening for joint attention, relaxation, and sensory stimulation -- Instructional intervention : interaction using scarves -- Selecting music -- Tempo and dynamics -- Dynamics. Teaching strategies -- Tempo. Teaching strategies -- Chapter summary.;

505 0 a| Moving. Motor development -- Gait and coordination -- Motor planning -- Object control -- Imitation -- Educational experiences integrating movement and music -- Features of movement interventions. Body awareness ; Spatial awareness ; Awareness of energy or effort ; Movement vocabulary ; Object control ; Practice ; Creativity ; Collaboration -- General guidelines for teaching movement. Nonlocomotor movement ; Locomotor movement -- Movement and meter -- Chapter summary.;

505 0 a| Playing musical instruments. Categorizing instruments -- Materials of construction. Gourds (maracas and shakers) ; Metals ; Skins (hand drum) ; Woods ; Sound effects -- How instruments are played -- Ease of performance -- General guidelines for teachers -- Students' initial experiences -- Sensory stimulation -- Exploration -- Educational interventions. Aural acuity ; Instrument family identification ; Specific instrument identification -- Playing instruments. Accompanying songs -- Experimenting with sounds -- Creating sounds by following the conductor -- Creating sounds to accompany stories. Picture books ; Personal stories -- Instrumental conversations. Rhythm sticks ; Drums -- Chapter summary.;

505 0 a| Musical narratives : integrating musical experiences through storytelling and drama. Background -- Musical narrative: Festival Fall -- Part 1: Dawn -- Part 2: Walking through the town -- Part 3. Raking the leaves -- Part 4: Afternoon siesta -- Part 5: Dusk -- Chapter summary.;

506 a| Available only to authorized users.;

538 a| Mode of access: World Wide Web;

650 0 a| Musicx| Instruction and study.=| ^A18874;

650 0 a| Children with autism spectrum disordersx| Education.=| ^A1114408;

650 0 a| Special education.=| ^A216281;

650 0 a| Education, Primary.=| ^A20645;

655 0 a| Electronic books.=| ^A491897;

710 2 a| Oxford University Press.=| ^A636469;

856 40 z| Full text available from Oxford Scholarship Onlineu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Facademic.oup.com%2Fbook%2F12644;

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949 a| CLICK ON WEB ADDRESSw| ASISh| JMUSIC60;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5513789-3001l| MNETm| JMUSICr| Ys| Yt| MNESSBKu| 10/17/2020x| EBOOKz| JERESOURCE;

Music education for children with autism spectrum disorder a resource for teachers / Sheila J. Scott.

Author/creator	Scott, Sheila J.
Other author	Oxford University Press.
Format	Electronic
Publication Info	New York : Oxford University Press, [2017]
Description	xxv, 238 pages : illustrations, music ; 24 cm
Supplemental Content	Full text available from Oxford Scholarship Online
Subjects	Music--Instruction and study. Children with autism spectrum disorders--Education. Special education. Education, Primary.

Contents	Autism and music education. The musical child -- What is autism? -- Qualitative impairments in social Interaction -- Restrictive and repetitive behaviors and/or interests -- Autism and education -- Communication. Joint attention ; Play ; Verbal communication ; Teachers' use of language -- School environments. Sensory challenges ; Routine ; Student engagement ; Independence -- Developing relationships with instructional assistants -- Chapter summary.
Contents	Planning for instruction. Programming in music education -- Differentiated instruction. Student profile (initial assessment) ; Program profile (initial assessment) ; Program profile (continuing assessment) -- Planning learning experiences -- Universal design for learning. Principles of universal design ; Universal design and instruction -- Lesson planning. Context ; Content differentiation ; Lesson outline -- Sample lesson : Grade 2 music. Context ; Content differentiation ; Lesson outline -- Learning sessions for groups of children with ASD. Lesson planning template ; sample lesson -- Chapter summar.
Contents	Songs and singing. Cognitive perceptions -- Pitch perception -- Relationships between language and music -- Vocal (singing) experiences for children on the autism spectrum -- Echolalia -- Teachers' vocal models -- Choosing a repertoire of songs -- Musical considerations -- Texts -- Leading songs -- Teaching songs by rote -- Whole song approach -- Vocal experiences for children on the autism spectrum -- Motivation. Personalizing a greeting ; Personalizing songs ; Language as song (sung speech) -- Pitch discrimination. Kazoo ; Voice -- Pitch production. Call and response; Vocalizing contour ; Kazoo -- Songs with simple repeated syllables -- Songs and language development -- Picture books based on songs. Choosing singing books; Using singing books -- Chapter summary.
Contents	Listening to music. Pedagogical principles for listening -- Musical genres and styles -- Length -- Regularity -- Multisensory engagement -- Familiarity -- Music listening for joint attention, relaxation, and sensory stimulation -- Instructional intervention : interaction using scarves -- Selecting music -- Tempo and dynamics -- Dynamics. Teaching strategies -- Tempo. Teaching strategies -- Chapter summary.
Contents	Moving. Motor development -- Gait and coordination -- Motor planning -- Object control -- Imitation -- Educational experiences integrating movement and music -- Features of movement interventions. Body awareness ; Spatial awareness ; Awareness of energy or effort ; Movement vocabulary ; Object control ; Practice ; Creativity ; Collaboration -- General guidelines for teaching movement. Nonlocomotor movement ; Locomotor movement -- Movement and meter -- Chapter summary.
Contents	Playing musical instruments. Categorizing instruments -- Materials of construction. Gourds (maracas and shakers) ; Metals ; Skins (hand drum) ; Woods ; Sound effects -- How instruments are played -- Ease of performance -- General guidelines for teachers -- Students' initial experiences -- Sensory stimulation -- Exploration -- Educational interventions. Aural acuity ; Instrument family identification ; Specific instrument identification -- Playing instruments. Accompanying songs -- Experimenting with sounds -- Creating sounds by following the conductor -- Creating sounds to accompany stories. Picture books ; Personal stories -- Instrumental conversations. Rhythm sticks ; Drums -- Chapter summary.
Contents	Musical narratives : integrating musical experiences through storytelling and drama. Background -- Musical narrative: Festival Fall -- Part 1: Dawn -- Part 2: Walking through the town -- Part 3. Raking the leaves -- Part 4: Afternoon siesta -- Part 5: Dusk -- Chapter summary.
Bibliography note	Includes bibliographical references (pages 225-235) and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2016021613
ISBN	9780190606343 paperback alkaline paper
ISBN	9780190606336 hardcover alkaline paper
ISBN	electronic book
ISBN	companion website

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Music education for children with autism spectrum disorder a resource for teachers / Sheila J. Scott.

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