title: Use of lag schedules to increase play variability across settings for a young child with Autism.

authors: Tutty, Emma

subjects: lag schedules

abstract: Play is important, contributing to the development of many key areas including cognitive, physical, sensory, social, and emotional well-being. Play in individuals with Autism Spectrum Disorder (ASD) is found to be impaired. Individuals with ASD commonly display delays across a range of play skills, do not develop more complex play skills and show lower levels of variability during play. Limited play variability and repetitive play behaviours result in many negative outcomes. These negative outcomes include decreased exposure to learning opportunities, language and social interactions, as well as decreased access to reinforcement. It has therefore been suggested that the negative outcomes associated with limited play variability may contribute to the cognitive, language and social deficits seen in individuals with ASD. This study investigated the use of lag schedules of reinforcement to increase the play variability seen in a 7-year-old boy with ASD. Intervention of lag 1, lag 2 and lag 3 schedules were used across three different settings: a music table, ball and playdoh play set. Results showed increases in play variability across all three settings. Limited maintenance data collected showed that increases in play seen in intervention phases remained in maintenance relative to baseline. Generalization was also seen to occur for all three settings with increases in play variability occurring in similar toys to those used in the experimental phase. These findings show support for the use of lag schedules as a method to increase play variability in individuals with ASD.

text: Use of lag schedules to increase play variability across settings for a young child with Autism. Play is important, contributing to the development of many key areas including cognitive, physical, sensory, social, and emotional well-being. Play in individuals with Autism Spectrum Disorder (ASD) is found to be impaired. Individuals with ASD commonly display delays across a range of play skills, do not develop more complex play skills and show lower levels of variability during play. Limited play variability and repetitive play behaviours result in many negative outcomes. These negative outcomes include decreased exposure to learning opportunities, language and social interactions, as well as decreased access to reinforcement. It has therefore been suggested that the negative outcomes associated with limited play variability may contribute to the cognitive, language and social deficits seen in individuals with ASD. This study investigated the use of lag schedules of reinforcement to increase the play variability seen in a 7-year-old boy with ASD. Intervention of lag 1, lag 2 and lag 3 schedules were used across three different settings: a music table, ball and playdoh play set. Results showed increases in play variability across all three settings. Limited maintenance data collected showed that increases in play seen in intervention phases remained in maintenance relative to baseline. Generalization was also seen to occur for all three settings with increases in play variability occurring in similar toys to those used in the experimental phase. These findings show support for the use of lag schedules as a method to increase play variability in individuals with ASD.

year: 2021

title: Pedagogy and subjectivity: Creating our own students.

authors: Devine, Nesta

subjects: teachers

abstract: Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

text: Pedagogy and subjectivity: Creating our own students. Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

year: 2003

title: Te hau mihi ata mātauranga Māori and science - Literature review on the interface between mātauranga Māori and Science

authors: Joseph, Robert

abstract: The Te Hau Mihi Ata: Mātauranga Māori and Science research project (the research project) will explore ways to link mātauranga Māori and western science. The purpose of the research project is to open a new creative knowledge space to unleash innovative thinking and cross-cultural connection that is unique to New Zealand which can be a source of untapped economic, social, environmental and cultural potential. The historic marginalisation of alternative value and knowledge systems has prevented quality engagement and dialogue between these two knowledge systems in New Zealand. The research project will develop, inter alia, a new inter-cultural dialogue process between Māori educated in western-based science and experts in mātauranga Māori.

text: Te hau mihi ata mātauranga Māori and science - Literature review on the interface between mātauranga Māori and Science The Te Hau Mihi Ata: Mātauranga Māori and Science research project (the research project) will explore ways to link mātauranga Māori and western science. The purpose of the research project is to open a new creative knowledge space to unleash innovative thinking and cross-cultural connection that is unique to New Zealand which can be a source of untapped economic, social, environmental and cultural potential. The historic marginalisation of alternative value and knowledge systems has prevented quality engagement and dialogue between these two knowledge systems in New Zealand. The research project will develop, inter alia, a new inter-cultural dialogue process between Māori educated in western-based science and experts in mātauranga Māori.

year: 2008-11