title: Enhancing oral comprehension and emotional recognition skills in children with autism: A comparison of video self modelling with video peer modelling

authors: Koretz, Jasmine May

subjects: autism

abstract: Video modelling has been shown to be an effective intervention with autistic
individuals as it takes into account autistic characteristics of those individuals.
Research on video self modelling and video peer modelling with this population
has shown both are effective. The purpose of this study was to replicate past
findings that video modelling is an effective strategy for autistic individuals, and
to compare video self modelling with video peer modelling, to determine which is
more effective. The studies here used multiple baselines with alternating
treatments designs with 6 participants across two target behaviours; emotional
recognition and oral comprehension. The first compared the video modelling
methods and found neither method increased the target behaviours to criterion, for
5 out of the 6 participants. For 1 participant the criterion was only reached for the
video self modelling condition for the target behaviour 'oral comprehension'. The
second study first examined the effectiveness of video self modelling and video
peer modelling with supplementary assistance for 4 participants. Second, it
examined a new peer video for a 5th participant, and third, it compared the two
video modelling methods (with supplementary assistance). Results indicated 1
participant reached the criterion in both video modelling conditions, 1 participant
showed improvements and 2 participants never increased responding. This study
indicated that clarity of speech produced by the peer participant in the peer video,
may have contributed to a participant's level of correct responding. This is
because a new peer video used during the second study dramatically increased this
participants responding. Intervention fidelity, generalisation and follow-up data
were examined. Measures of intervention fidelity indicated procedural reliability.
Generalisation was unsuccessful across three measures and follow-up data
indicated similar trends to intervention. Only video self modelling effects
remained at criterion during follow-up. Results are discussed with reference to
limitations, future research and implications for practice.

text: Enhancing oral comprehension and emotional recognition skills in children with autism: A comparison of video self modelling with video peer modelling Video modelling has been shown to be an effective intervention with autistic
individuals as it takes into account autistic characteristics of those individuals.
Research on video self modelling and video peer modelling with this population
has shown both are effective. The purpose of this study was to replicate past
findings that video modelling is an effective strategy for autistic individuals, and
to compare video self modelling with video peer modelling, to determine which is
more effective. The studies here used multiple baselines with alternating
treatments designs with 6 participants across two target behaviours; emotional
recognition and oral comprehension. The first compared the video modelling
methods and found neither method increased the target behaviours to criterion, for
5 out of the 6 participants. For 1 participant the criterion was only reached for the
video self modelling condition for the target behaviour 'oral comprehension'. The
second study first examined the effectiveness of video self modelling and video
peer modelling with supplementary assistance for 4 participants. Second, it
examined a new peer video for a 5th participant, and third, it compared the two
video modelling methods (with supplementary assistance). Results indicated 1
participant reached the criterion in both video modelling conditions, 1 participant
showed improvements and 2 participants never increased responding. This study
indicated that clarity of speech produced by the peer participant in the peer video,
may have contributed to a participant's level of correct responding. This is
because a new peer video used during the second study dramatically increased this
participants responding. Intervention fidelity, generalisation and follow-up data
were examined. Measures of intervention fidelity indicated procedural reliability.
Generalisation was unsuccessful across three measures and follow-up data
indicated similar trends to intervention. Only video self modelling effects
remained at criterion during follow-up. Results are discussed with reference to
limitations, future research and implications for practice.

year: 2007

title: Teacher identity, activism, and empowerment: Entanglements with climate in Aotearoa, New Zealand

authors: Everth, Thomas

subjects: Climate Change

abstract: Propelled by energy from fossil fuels, human population and agency have grown exponentially over the last century, resulting in rapidly increasing and potentially catastrophic anthropogenic impacts on the coupled systems of climate, ocean chemistry, ecology, and society. Education could bring about the fundamental change in human behaviour required to avert the potential dystopian futures predicted by climate scientists. 

By applying a DeleuzoGuattarian analytical and methodological framework, this thesis researched the perceptions and desires of seventeen climate activist secondary school teachers in Aotearoa, New Zealand, as they try to make sense of the diffractions between their ambition to be changemakers for a sustainable future and the milieu of territorialising institutional, social, and economic assemblages resisting this change. The analysis of the participant narratives generated specific insights into opportunities to deterritorialise and decode educational institutions in order to promote a meaningful engagement with the fundamental questions of human relations with the more-than-human world. 

This thesis promotes a critical-realist ontology for education to navigate the complex entanglements between social and material assemblages. The theoretical preparations for this research included a critical discussion of the epistemic relativism in constructivist philosophy and a critique of the ontological indeterminism in quantum mechanics-inspired agential realism.

text: Teacher identity, activism, and empowerment: Entanglements with climate in Aotearoa, New Zealand Propelled by energy from fossil fuels, human population and agency have grown exponentially over the last century, resulting in rapidly increasing and potentially catastrophic anthropogenic impacts on the coupled systems of climate, ocean chemistry, ecology, and society. Education could bring about the fundamental change in human behaviour required to avert the potential dystopian futures predicted by climate scientists. 

By applying a DeleuzoGuattarian analytical and methodological framework, this thesis researched the perceptions and desires of seventeen climate activist secondary school teachers in Aotearoa, New Zealand, as they try to make sense of the diffractions between their ambition to be changemakers for a sustainable future and the milieu of territorialising institutional, social, and economic assemblages resisting this change. The analysis of the participant narratives generated specific insights into opportunities to deterritorialise and decode educational institutions in order to promote a meaningful engagement with the fundamental questions of human relations with the more-than-human world. 

This thesis promotes a critical-realist ontology for education to navigate the complex entanglements between social and material assemblages. The theoretical preparations for this research included a critical discussion of the epistemic relativism in constructivist philosophy and a critique of the ontological indeterminism in quantum mechanics-inspired agential realism.

year: 2024

title: He pao

authors: Roa, Tom

subjects: Pao

abstract: Ko Te Whare Wānanga O Waikato" te ingoa o tētehi pao nāku i tito hei waiata mā Te Whare Wānanga O Waikato, i te tau 2004.

text: He pao Ko Te Whare Wānanga O Waikato" te ingoa o tētehi pao nāku i tito hei waiata mā Te Whare Wānanga O Waikato, i te tau 2004.

year: 2012-05