个人简介

ACADEMIC QUALIFICATIONSPh.D. Special Education, Macquarie University, Australia M.Ed. Special Education, Monash University, Australia B.Ed. Special Education, Tainan Teachers College, Taiwan China. PROFESSIONAL POSITIONSAssistant Professor, Teachers College Columbia UniversityAssistant Professor, Indiana University BloomingtonSpecial education teacher

研究领域

Autism spectrum disordersSpecial education

近期论文

1. Chiang, H.-M. (in press). Being a multicultural and special education professor: My story, my voice. In F. Obiakor & H.-M. Ying (Eds.), Voices of Asian Americans in higher education: Unheard stories. Charlotte, NC. Information Age Publishing Inc.2. Chiang, H.-M. & Kemp, K (in press). Curriculums. In J. L. Matson (Ed.), Handbook of Intellectual Disabilities. New York. Springer3. Chiang, H.-M. & Andersen, L. (in press). Helping families transition into high school. In B. Turns, J. Ramisch, & J. Whiting (Eds.), Systemically treating autism: A guide for empowering families. New York. Routledge. 4. Lee, J. K. & Chiang, H.-M. (2018). Parenting stress among South Korean mothers of adolescents with autism spectrum disorder. International Journal of Developmental Disabilities, 64(2), 120-127. [SSCI, 2017 Journal Impact Factor: 0.50] [Scopus, 2017 CiteScore: 0.52] 5. Chiang, H.-M. (2018). Predictors of communication and socialization improvements in children with autism spectrum disorder who attend an afterschool autism program. 2018 Gatlinburg Conference. PS-138. (http://www.ucdmc.ucdavis.edu/mindinstitute/gatlinburg/2018-pdf/PS-138.pdf) 6. Chiang, H.-M. (Ed.). (2017). Curricula for teaching students with autism. New York. Springer. [indexed in Web of Science]7. Chiang, H.-M. (2017). Foundations and development of curriculum. In H. M. Chiang (Ed.), Curricula for teaching students with autism spectrum disorder (pp. 1-19). New York. Springer [indexed in Web of Science]8. Chiang, H.-M. & Andersen, L. (2017). Career development for students with autism spectrum disorder (pp. 273-289). In H. M. Chiang (Ed.), Curricula for teaching students with autism spectrum disorder. New York. Springer. [indexed in Web of Science]9. Chiang, H.-M. (2017). Current trends and future directions. In H. M. Chiang (Ed.), Curricula for teaching students with autism spectrum disorder (pp. 291-295). New York. Springer. [indexed in Web of Science]10. Chiang, H.-M. (2017). Curriculums. In J. L. Matson (Ed.), Handbook of treatments for autism spectrum disorder (pp. 255-268). New York. Springer. [indexed in Web of Science] 11. Chiang, H. M., Ni, X. Y., & Lee, Y. S. (2017). Life skills training for middle and high school students with autism. Journal of Autism and Developmental Disorders, 47(4), 1113-1121. doi: 10.1007/s10803-017-3028-1. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 12. Gray, H. L., & Chiang, H. M. (2017). Brief report: Mealtime behaviors of Chinese American children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(3), 892-897. doi: 10.1007/s10803-016-2993-0. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 13. Chiang, H.-M. (2017). A thematically structured educational program for children with autism spectrum disorder. International Society for Autism Research. 24837. (https://insar.confex.com/insar/2017/webprogram/Paper24837.html) 14. Gray, H. L., Chiang, H. M., & Paul, R. (2016). Mealtime behaviors determined by Parents of Chinese American children with autism spectrum disorder. Journal of Nutrition Education and Behavior. 48(7), S45 [SSCI, 2017 Journal Impact Factor: 2.571] [Scopus, 2017 CiteScore: 2.24]15. Chiang, H. M. (2016). Using thematically structured teaching to improve social communication skills of children with autism spectrum disorder. Center for Global Curriculum Studies Symposium 3. http://digitalcommons.spu.edu/globalcurriculumsymposium/gcs2016/gcs2016_events/316. Kemp, K. & Chiang, H.-M. (2016). Do teachers teach social skills to students with autism spectrum disorder and students with intellectual disabilities? International Society for Autism Research. 22392. (https://insar.confex.com/insar/2016/webprogram/Paper22392.html) 17. Bae, Y.-S., Chiang, H.-M. & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders. 45, 2200-2208. doi: 10.1007/s10803-015-2387-8. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 18. Chiang, H.-M. & Wineman, I. (2014). Factors associated with quality of life in individuals with autism spectrum disorders (ASDs): A review of literature. Research in Autism Spectrum Disorders.8, 974-986.doi: 10.1016/j.rasd.2014.05.003. [SSCI, 2017 Journal Impact Factor: 3.039] [Scopus, 2017 CiteScore: 1.90]19. Lin, Y.-H., & Chiang, H.-M. (2014). Language comprehension of children with Asperger’s disorder and children with autistic disorder. Research in Autism Spectrum Disorders. 8, 767-774. doi: 10.1016/j.rasd.2014.03.018. [SSCI, 2017 Journal Impact Factor: 3.039] [Scopus, 2017 CiteScore: 1.90]20. Chiang, H.-M. (2014). 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.29, 88-94, doi:10.1177/1088357613504990. [SSCI, 2017 Journal Impact Factor: 0.959] [Scopus, 2017 CiteScore 1.81]21. Chiang, H.-M., Tsai, L., Cheung, Y. K., Brown, A., & Li, H. (2014). A meta-analysis of differences in IQ profiles between individuals with Asperger’s Disorder and high-functioning autism. Journal of Autism and Developmental Disorders.44, 1577-1596. doi: 10.1007/s10803-013-2025-2. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 22. 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. 25, 157-209, doi: 10.1007/s10648-013-9218-2. [SSCI, 2017 Journal Impact Factor: 3.989] [Scopus, 2017 CiteScore: 4.28] 23. 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. 43, 1832-1842, doi: 10.1007/s10803-012-1734-2. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 24. 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, 685-696, doi: 10.1007/s10803-011-1297-7. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 25. Chiang, H.-M. (2012). Educating students with autism spectrum disorders for their future. Teachers College Record. Date Published: April 26, 2012. http://www.tcrecord.org. ID Number: 16765 [SSCI, 2017 Journal Impact Factor: 3.861] [Scopus, 2017 CiteScore: 1.09] 26. Chiang, H.-M. (2011). Expressive communication of children with autism: Differences between home and school environments. Asian Journal of Psychiatry, 4 (supplement), S47. [Scopus, 2017 CiteScore: 1.06] 27. Chiang, H.-M. (2009). Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions. Autism, 13, 165-178. [SSCI, 2017 Journal Impact Factor: 3.906] [Scopus, 2017 CiteScore: 3.74] 28. Chiang, H.-M. (2009). Differences between spontaneous and elicited expressive communication in children with autism. Research in Autism Spectrum Disorders, 3, 214-222. [SSCI, 2017 Journal Impact Factor: 1.675] [Scopus, 2017 CiteScore: 1.90] 29. Chiang, H.-M. & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders. 38, 693-705. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71]30. Chiang, H.-M. & Lin, Y.-H. (2008). Expressive communication of children with autism. Journal of Autism and Developmental Disorders. 38, 538-545. [SSCI, 2017 Journal Impact Factor: 3.476] [Scopus, 2017 CiteScore: 3.71] 31. Chiang, H.-M. (2008). Communicative spontaneity of children with autism: A preliminary analysis. Autism. 12, 9-21. [SSCI, 2017 Journal Impact Factor: 3.906] [Scopus, 2017 CiteScore: 3.74]32. Chiang, H.-M. (2008). Expressive communication of children with autism: The use of challenging behavior. Journal of Intellectual Disability Research. 52, 966-972. (This article was ranked in the top 20 most downloaded articles from the Journal of Intellectual Disability Research in 2009) [SSCI, 2017 Journal Impact Factor: 2.026] [Scopus, 2017 CiteScore: 2.30]33. Chiang, H.-M. & Lin, Y.-H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism: A review of literature. Autism, 11, 547-556. [SSCI, 2017 Journal Impact Factor: 3.906] [Scopus, 2017 CiteScore: 3.74]34. 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, 259-267. (This article was one of the most-read articles during October 2014 and one of the most-cited articles as of November 1, 2014 in Focus on Autism and Other Developmental Disabilities) [SSCI, 2017 Journal Impact Factor: 0.959][Scopus, 2017 CiteScore 1.81]