Ph.D. Special Education, 2008, Macquarie University, Sydney, Australia
M.Ed. Special Education, 2003, Monash University, Melbourne, Australia
B.Ed. Special Education, 2000, National Tainan Teachers College, Tainan, Taiwan
Communication skills, academic skills (reading and math), behavior problems, and cultural differences in individuals with autism spectrum disorders as well as transition support services and teacher preparation for these individuals.
Chiang, H.-M. (2013). A parent education program for parents of Chinese-American children with autism spectrum disorders (ASDs): A pilot study. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357613504990
Chiang, H.-M. (2013) Providing educational support to Chinese-American children with autism spectrum disorders. The Chinese American Academic and Professional Society (CAAPS) 38th Annual Convention. New York, NY.
Peng, C.-Y., Chen, L. T., Chiang, H.-M. & Chiang, Y-C (2013). The impact of APA and AERA guidelines on effect size reporting. Educational Psychology Review. doi: 10.1007/s10648-013-9218-2
Chiang, H. M., Cheung, Y. K., Li, H., & Tsai, L. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-012-1734-2
Chiang, H.-M., Cheung, K., Hickson, L., Xiang, R. & Tsai, L. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disorders. 42(5), 685-696.
Chiang, H.-M. (2012). Educating students with autism spectrum disorders for their future. Teachers College Record.
Chiang, H.-M. (2011). Expressive communication of children with autism: Differences between home and school environments. Asian Journal of Psychiatry, 4 (supplement), S47.
Chiang, H. M. (2009). Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions. Autism, 13(2), 165-178.
Chiang, H.-M. (2009). Differences between spontaneous and elicited expressive communication in children with autism. Research in Autism Spectrum Disorders, 3(1), 214-222.
Chiang, H.-M. & Carter M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders, 38(4), 693-705.
Chiang, H.-M. & Lin Y.-H. (2008). Expressive communication of children with autism. Journal of Autism and Developmental Disorders, 38(3), 538-545.
Chiang, H.-M. (2008). Communicative spontaneity of children with autism: A preliminary analysis. Autism, 12(1), 9-21.
Chiang, H.-M. (2008). Expressive communication of children with autism: The use of challenging behavior. Journal of Intellectual Disability Research, 52(11), 966-972.
Chiang, H.-M. & Lin Y.-H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literature. Autism, 11(6), 547-556.
Chiang, H.-M. & Lin Y.-H. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22(4), 259-267.
Program Advisor & Program Coordinator, Intellectual Disability/Autism Program
Director, the Center for Opportunities and Outcomes for People with DisabilitiesSpecial Education Teacher
Project title: Predictive Factors of Participation in Employment for High School Leavers with Autism funded by OAR
I collaborate with Chinese Christian Herald Crusades Autism (CCHC) to offer various support services to families of children with disabilities. Some of our work can be found here https://www.facebook.com/HeraldSpecialNeeds
HBSE 4011: Education of persons with intellectual disability/autism
Curriculum development and research-validated methods of instructing students with intellectual disability/autism and other developmental disabilities from early childhood through adolescence across ability levels. Materials fee: $20.
HBSE 5901: Problems in special education: Intellectual disability/autism
Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
HBSE 6501: Advanced seminars in special education: Intellectual disability/autism
For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.
Documents & Papers
Project title: A Saturday Enrichment Program for Chinese-American Children with Autism and Their Parents (We are currently recruiting participants. If interested, please contact Dr. Chiang email@example.com)
Download: SEP online announcement [PDF]
Centers and Projects
The Center for Opportunities and Outcomes for People with Disabilities confronts the challenges facing special education today through its commitment to the production of knowledge and professional expertise aimed at supporting the full inclusion of people with disabilities in society. The broad-based research, evaluation, and demonstration activities of the Center reflect an emphasis on empowering people with disabilities by increasing their capacity and opportunities for self-determination, reducing their vulnerability to victimization and abuse, and addressing the disability-related issues of culturally and ethnically diverse groups, including women and minorities. The Center encourages national and international partnerships aimed at strengthening the connection between research and policy.