© 2017

Curricula for Teaching Students with Autism Spectrum Disorder

  • Hsu-Min Chiang
  • Provides strategies for developing and adapting curricula and instructional strategies for children with autism spectrum disorder

  • Examines how well-developed curricula ensure effective educational and intervention programming for children with ASD

  • Offers detailed guidance on teaching functional skills, academic skills, and arts to children with ASD

  • Addresses abuse prevention and career development for students with ASD


Part of the Autism and Child Psychopathology Series book series (ACPS)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Hsu-Min Chiang
    Pages 1-19
  3. Lynn Kern Koegel, Kristen Ashbaugh
    Pages 47-70
  4. Kalli Kemp
    Pages 71-92
  5. Kathryn Haughney, Diane Browder
    Pages 137-160
  6. Amanda Newman-Godfrey, Lauren Stichter
    Pages 161-193
  7. Amy D. Spriggs, Kevin M. Ayres, Carolyn Trump, Christopher Taylor
    Pages 195-224
  8. Lorna Littner, Melvyn Littner, Young Seh Bae
    Pages 251-271
  9. Hsu-Min Chiang, Lauren Andersen
    Pages 273-289
  10. Hsu-Min Chiang
    Pages 291-295
  11. Back Matter
    Pages 297-303

About this book


This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building.

Among the topics covered:

  • Communication and autism spectrum disorder.
  • Mathematical problem-solving instruction for students with ASD.
  • Visual arts curriculum for students with ASD.
  • How to build programs focused on daily living and adult independence.
  • Sexuality education for students with ASD.

Curricula for Teaching Students with Autism Spectrum Disorder is a must-have resource for researchers, graduate students, and clinicians and related therapists and professionals in clinical child and school psychology, childhood/special education, social work, developmental psychology, behavioral therapy/rehabilitation, and child and adolescent psychiatry.  


Abuse prevention and autism Autism spectrum disorder and curricula development Behavioral theory and students with ASD Bullying and autism Career development and autism Cognitive theory and children with ASD Communication skills curricula and ASD Creative arts curricula and autism spectrum disorder Developmental theory and students with ASD Language skills curricula and autism Life skills curricula and autism Literacy skills and autism Mathematics curricula and autism Nonverbal communication and autism Reading curricula and autism spectrum disorder Science curricula and ASD Social skills curricula and autism Social studies curricula and autism Teaching strategies and students with autism Writing curricula and ASD

Editors and affiliations

  • Hsu-Min Chiang
    • 1
  1. 1.University of MacauTaipaMacao

About the editors

Hsu-Min Chiang, Ph.D., is an assistant professor in Faculty of Education at 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 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, cultural differences, academic abilities (language and mathematics), teaching strategies, 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 enrichment program for children with autism and a parent education program for parents of children with autism.

Bibliographic information