title: Parental perceptions of the role of Applied Behaviour Analysis intervention for children with autism during the transition from early childhood education settings to primary school

authors: Stebletsova, Galina

subjects: child with autism

abstract: The transition to school time for children with autism may represent a period of an increased stress for the whole family. Some parents choose to try the Applied Behaviour Analysis (ABA) intervention for their children as a way of reducing that stress and to assist the child’s transition. This study focuses on the role the ABA intervention might play during this period of time from a parental point of view. 
A qualitative approach grounded in an interpretive methodology has been used for this study. Data were collected through nine families participating in email surveys, and four of them then agreed to participate in semi-structured follow-up interviews. In all nine families, the ABA intervention of various intensity had happened with when their children were transitioning from pre-school settings to primary school. Three themes emerged in the course of the study: ABA intervention, even though chosen to facilitate the transition phase, does not seem to be the only factor that contributes to the successful transition to school; Language skills improvement with help of ABA therapy during transition time is seen as a stress decreasing factor; The influence of the ABA intervention during transition time was not always positive towards the younger siblings.
All nine families emphasised that the financial aspect of the ABA intervention (namely, high cost) was seen as an extra stress factor during transition to school time. The high cost of the therapy was also linked to this study’s difficulties with recruitment. 
The findings, although only limited to the perspectives of nine participants, highlight the importance of families with children with autism to be prepared for the possible challenges during transition to school time. They also demonstrate the importance of further study in the field of the role of early interventions during transition phases of the young children with autism and imply that other factors apart from the interventions might play an important role in a child’s with autism transition to school time.

text: Parental perceptions of the role of Applied Behaviour Analysis intervention for children with autism during the transition from early childhood education settings to primary school The transition to school time for children with autism may represent a period of an increased stress for the whole family. Some parents choose to try the Applied Behaviour Analysis (ABA) intervention for their children as a way of reducing that stress and to assist the child’s transition. This study focuses on the role the ABA intervention might play during this period of time from a parental point of view. 
A qualitative approach grounded in an interpretive methodology has been used for this study. Data were collected through nine families participating in email surveys, and four of them then agreed to participate in semi-structured follow-up interviews. In all nine families, the ABA intervention of various intensity had happened with when their children were transitioning from pre-school settings to primary school. Three themes emerged in the course of the study: ABA intervention, even though chosen to facilitate the transition phase, does not seem to be the only factor that contributes to the successful transition to school; Language skills improvement with help of ABA therapy during transition time is seen as a stress decreasing factor; The influence of the ABA intervention during transition time was not always positive towards the younger siblings.
All nine families emphasised that the financial aspect of the ABA intervention (namely, high cost) was seen as an extra stress factor during transition to school time. The high cost of the therapy was also linked to this study’s difficulties with recruitment. 
The findings, although only limited to the perspectives of nine participants, highlight the importance of families with children with autism to be prepared for the possible challenges during transition to school time. They also demonstrate the importance of further study in the field of the role of early interventions during transition phases of the young children with autism and imply that other factors apart from the interventions might play an important role in a child’s with autism transition to school time.

year: 2013

title: Introduction

authors: Middleton, Sue

abstract: The editors of this book met and became friends in Wellington in the late 1970s, when we were in our early thirties. We had a lot in common. We were taking time out from school-teaching, had preschool children in the Victoria University Crèche and, having gained our BA degrees in “other” subjects, were completing “bridging” courses required for entry to an MA by thesis in Education.1 We bonded in a student-centred course facilitated by Jack Shallcrass, who encouraged us to work independently on philosophical questions that would inform our theses. In 1979 we each—albeit in different contexts—got to know Geraldine McDonald. And for the next 50 years, our lives, research, publishing, and political activities—sometimes individually and sometimes together—would, from time to time, intertwine with hers.

text: Introduction The editors of this book met and became friends in Wellington in the late 1970s, when we were in our early thirties. We had a lot in common. We were taking time out from school-teaching, had preschool children in the Victoria University Crèche and, having gained our BA degrees in “other” subjects, were completing “bridging” courses required for entry to an MA by thesis in Education.1 We bonded in a student-centred course facilitated by Jack Shallcrass, who encouraged us to work independently on philosophical questions that would inform our theses. In 1979 we each—albeit in different contexts—got to know Geraldine McDonald. And for the next 50 years, our lives, research, publishing, and political activities—sometimes individually and sometimes together—would, from time to time, intertwine with hers.

year: 2019

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024