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.

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 summary.

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.

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.

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.

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.

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.