Mina Chiang

Official Title: Adjunct Assistant Professor (Visiting Academic)

Short Bio

She earned her Ph.D. 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. Prior to 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 mainly focuses on individuals with autism and their families.

Publications

Peer-Review Journal Articles

Lok, K. I., Chiang, H.-M., Lin,Y.-H., & Jiang, C. (2022) Trying a board game intervention on children with autism spectrum disorder in Macau: how do they react?, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2022.2095861 [SSCI]

Martínez-Álvarez, P. & Chiang, H.-M. (2020) A bilingual special education teacher preparation program in New York City: Case studies of teacher candidates’ student teaching experiences. Equity & Excellence in Education, 53(1-2), 196-215. doi: 10.1080/10665684.2020.1749186 [SSCI]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

Chiang, H.-M. (2011). Expressive communication of children with autism: Differences between home and school environments. Asian Journal of Psychiatry, 4 (supplement), S47. [SSCI]

Chiang, H.-M. (2009). Naturalistic observations of elicited expressive communication of children with autism: An analysis of teacher instructions. Autism, 13, 165-178. [SSCI]

Chiang, H.-M. (2009). Differences between spontaneous and elicited expressive communication in children with autism. Research in Autism Spectrum Disorders, 3, 214-222. [SSCI]

Chiang, H.-M. & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders. 38, 693-705. [SSCI]

Chiang, H.-M. & Lin, Y.-H. (2008). Expressive communication of children with autism. Journal of Autism and Developmental Disorders. 38, 538-545. [SSCI]

Chiang, H.-M. (2008). Communicative spontaneity of children with autism: A preliminary analysis. Autism. 12, 9-21[SSCI]

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]

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]

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]

Book

Chiang, H.-M. (Ed.). (2018). Curricula for teaching students with autism. New York. Springer. [indexed in Web of Science]

Book Chapters

Chiang, H.-M., Kemp, K. (2022). Educational Assessment. In: Matson, J.L., Sturmey, P. (eds) Handbook of Autism and Pervasive Developmental Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_16

Chiang, H.-M. (2020). Educational models. In J. L. Matson (Ed.), Handbook of Dual Diagnosis: Assessment, Diagnosis and Treatment in Persons with Intellectual Disabilities. (pp. 109-117). New York. Springer [indexed in Web of Science]

Chiang, H.-M. & Kemp, K. (2019). Curriculums. In J. L. Matson (Ed.), Handbook of Intellectual Disabilities. (pp. 775-794). New York. Springer [indexed in Web of Science]

Chiang, H.-M. (2019). 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. (pp. 79-90). Charlotte, NC. Information Age Publishing Inc.

Chiang, H.-M. & Andersen, L. (2019). Empowering families transition into high school. In B. Turns, J. Ramisch, & J. Whiting (Eds.), Systemically treating autism: A guide for empowering families. (pp. 139-145). New York. Routledge.

Chiang, H.-M. (2018). 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]

Chiang, H.-M. & Andersen, L. (2018). 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]

Chiang, H.-M. (2018). 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]

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]

Others

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]