Table Of ContentAutism 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
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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
