Teaching Students with Autism

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Teaching Students with AutismMore Than One Way

• Janet Montgomery
• University of Maryland
• Paul Waskiewicz
• Howard County Public Schools System
• October 19, 2012
• Maryland Music Educators Association Fall
  Conference

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OVERVIEW

• Opening music
• What You Should Know About Autism
• Goals for our Students
• Unsquare Lesson
• A Squared Up Lesson
• Quick Task (with neighbor)
• Five Takeaways

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• Does your job ever feel like

How would you conduct this?
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• Theres More Than One Way!

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Autism Spectrum Disorders

• Various developmental delays/disabilities
• Disorders in
• Communication abstracting/symbols
• Physical abnormal motor skills and responses to
  sensations
• Social abnormal ways of relating to people,
  objects, or events
• Language skills (but not necessarily thinking
  capabilities)

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READ ALL ABOUT IT

• Diagnoses of Autism on the Rise, Report Says (NY
  Times, March 29, 2012)
• 1 child in 88 diagnosed with ASD (2008)
• 1 child in 155 with ASD (2006)

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Increase in Number of Students with Autism

• Those attending school in the U.S.
• 1991 5,408
• 2002 118,600
• 2011 425,921
• Source U.S. Dept. of Education

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Increases in Students with Autism

• Top states with largest increases in number of
  students with autism
• 1992 2002
• IL 5 5,080
• MD 28 2,962
• Source U.S. Dept. of Education

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Goals for all students CPR

• Create
• Perform
• Respond

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Music is a sound mediumsymbols only represent
sound.Start where the student is move the
student forward.Essence of music is the
aesthetic experience.
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Curriculum for Special Learners

• Musical conceptsdevelopmentally appropriate
• Musical behaviorslots of nonverbal responses
• Music selectionsage-appropriate wide variety of
  styles cultures
• VALUING EXPRESSIVE QUALITIES OF MUSIC

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Instrumental/Choral Curriculum for Special
Learners

• Musical behaviors performing skills
• Musical concepts pitch and rhythm at first,
  followed by dynamics, tempo, articulation, style
  (?)
• Musical selections skill and age appropriate
• VALUING expressive qualities of music

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An Unsquare Lesson

• Objective students will score at least 80 on a
  test about time signature and Dave Brubeck.
• 1. C. counts aloud in 7 and then steps to beats
  1, 3, 5.
• 2. Give lecture on time signaturethe top number
  tells Check for understanding.
• 3. Read text aloud about Dave Brubeck.
• 4. Give a written test about Brubeck and time
  signatures.

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• David Warren "Dave" Brubeck (born December 6,
  1920) is an American jazz pianist. He has written
  a number of jazz standards, including "In Your
  Own Sweet Way" and "The Duke". Brubeck's style
  ranges from refined to bombastic, reflecting his
  mother's attempts at classical training and his
  improvisational skills. His music is known for
  employing unusual time signatures, and
  superimposing contrasting rhythms, meters, and
  tonalities.
• His long-time musical partner, alto saxophonist
  Paul Desmond, wrote the Dave Brubeck Quartet's
  best remembered piece, "Take Five",1 which is
  in 5/4 time and has endured as a jazz classic on
  one of the top-selling jazz albums, Time Out.2
  Brubeck experimented with time signatures
  throughout his career, recording "Pick Up Sticks"
  in 6/4, "Unsquare Dance" in 7/4, and "Blue Rondo
  à la Turk" in 9/8. He is also a respected
  composer of orchestral and sacred music, and
  wrote soundtracks for television such as Mr.
  Broadway and the animated mini-series This Is
  America, Charlie Brown.

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Talk with your neighbor!

• How is this lesson challenging for a student with
  autism?
• Communication abstracting/symbols
• Physical
• Social behavior
• Language

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Squaring Up the Unsquare Lesson

• Objective Students will analyze music in mixed
  meter and determine accent groupings.
• 1. C. pats-taps as T. sings Tongo.
• 2. C. pats-taps sings Take Me Out to the
  Ballgame.
• 3. T. shows icon board and asks C. to tap the
  icons. Now, which song goes with which line?

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2s or 3s?
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Continued

• 4. Check for understanding with Tinikling and
  Step in Time.
• Optional sing one of the songs in a different
  meter .
• 5. Is this new song in 2s or 3s? T. sings
  Dipidu. (Answer both)
• 6. Play a circle patsching game.

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Continued

• 7. Find the beat in this song. T. plays Mission
  Impossible.
• 8. Now play the accented beat. How many beats
  are there in one group? (Answer 5) Arrange the
  post-its to match the sound.
• 9. C. does patsch game with partnersfront or
  sides. C. conducts Mission Impossible.

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Continued

• 10. Repeat steps 7 8 with Unsquare Dance.
• 11. Finale Step and snap around the room to
  show meter.

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Quick Task

• Listen to and watch the final accompaniment for
  Artsa Alinu.
• How do we get there?
• Put these 7 tasks in order.

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Individual students play a D and an A alternating
on the heavy beat on handchimes or xylophonesone
plays on the 1st hearing and one plays during the
repeating phrase.
C. pats knees on heavy beat during 1st hearing of
each phrase, but pat-taps in the air (on heavy
and light beats) during the repeat of each
phrase.
C. pats knees on heavy beat as they listen to
Artsa Alinu. (4 repeating phrases)
Ask C. to match icon patterns to notated
patterns.
Individual students play F on handchimes or D-F-A
on xylophones to create a steady beat pattern
(heavy AND light) of D-F-A-F.
Individual students play Ds on heavy beats on
handchimes or xylophonesone plays on the 1st
hearing of the phrase and one plays during the
repeating phrase.
Ask each player to find his/her part on the icon
boards.
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The point behind Quick Task

• How are these concepts involved?
• Differentiation
• Universal Design for Learning
• Sequence to prepare for the next step
• Adaptations
• Accommodationsadapt HOW
• Modificationsadapt WHAT

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Think divergently!

• How many ways are acceptable?
• Make room for success for all participants.

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• Assumption
• Students with autism are musical!
• Find multiple ways for students
• to show their musicianship.
• 2. Focus on what students can do.
• Less talk, more do
• let the music speak for you.
• 4. Break tasks into small steps.
• Work with paras, teachers,
• parents on behavior programs.

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Question and Answer

• Is next230-300 p.m.
• Thank you for coming!
• This PowerPoint will be on MMEA website.
• Send your questions to
• janetm_at_umd.edu

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Song List

• Tongo (Polynesia)
• Take Me Out to the Ballgame (Making Music 4)
• Tinikling (Phillipines) (Spotlight 4)
• Step in Time (from Mary Poppins)
• Dipidu (Exploring Music 2)
• Mission Impossible (Shifrin)
• Unsquare Dance (Brubeck)
• Artsa Alinu (Making Music 3)

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Tongo

• D m d (Tongo)
• S ss m l s m (Jim ni by- by- o)
• D m d (Tongo)
• S s m l l s (Oom ba de kim by o)
• M r m (Oo ah le)
• R m r d l, d (Ma le ka a lo we)
• circles represent heavy beat

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Dipidu (Uganda)Greeting Song

• S m d ff r (Gui-de a-zi-ka-ku)
• S m d rr d (Gui-de a-di-pi-du)
• M m ff r (Dip-dip-dip-i-du)
• Ff m d rr d (Dip-i-du, o dip-i-du)

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Coat RAP

• Wipe Wipe Cha cha cha echo then repeat
• Take it off, take off echo then repeat
• Move it on, move it on echo then repeat
• Sit it down, sit it down echo then repeat
• Uh huh Uh huh echo the repeat

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