title: Assessing habitat suitability for karure | kakaruia | Chatham Island black robin (Petroica traversi): Integrating invertebrate surveys, DNA metabarcoding, and foraging ecology

authors: Teague, Caleb

subjects: Chatham Islands

abstract: The karure | kakaruia | Chatham Island black robin (Petroica traversi) is one of New Zealand's most remarkable conservation achievements, recovering from a mere five birds in 1980 to around 330 today. However, the species remains Nationally Critical and restricted to two small islands, making establishment of additional populations essential for long-term prosperity. A previous translocation attempt to Rangiauria | Rangiaotea |Pitt Island failed, with inadequate food resources hypothesised as a contributing factor, yet black robin dietary requirements and prey availability at potential translocation sites remain poorly understood. This study integrated invertebrate community surveys, DNA metabarcoding of faecal samples, and behavioural observations to characterise black robin diet, foraging behaviour and food availability, aiming to assess habitat suitability across the Chatham Islands. 
In Chapter Two I examined invertebrate communities across four forested sites across the Chatham Island archipelago; the currently inhabited Woolshed Bush and Top Bush on Hokorereoro | Rangatira | Southeast Island, previously failed translocation site Elizabeth Ellen Preece Conservation Covenant | Caravan Bush on Rangiauria | Rangiaotea | Pitt Island, and potential future translocation site Chudleigh Conservation Area on Rēkohu | Wharekauri | Chatham Island. Analyses revealed that predator free sites (Woolshed Bush and Top Bush) supported significantly higher ground-active invertebrate biomass. This difference was driven by large-bodied cave wētā and ground beetles, which were abundant on Rangatira Island but absent from Caravan Bush and Chudleigh Conservation Area. Surprisingly, Woolshed Bush and Top Bush showed similar invertebrate communities despite different black robin densities, indicating that prey availability alone does not determine habitat quality.
DNA metabarcoding of faecal samples in Chapter Three revealed that black robin are generalist insectivores, with Coleoptera, Diptera, and Orthoptera comprising the majority of their diet. Dietary composition showed no significant differences between sites, indicating consistent resource use across Woolshed Bush and Top Bush. Foraging observations confirmed strong ground-level preferences, with 82.2% of foraging events occurring at ground level, emphasising the importance of intact forest floor environments for future translocation sites.
This research demonstrates that black robin persistence depends on multiple interacting factors. Future translocation sites should include abundant large-bodied prey, intact forest floors with deep leaf litter supporting ground foraging, effective predator control or predator-free status, and mature forest structure. DNA metabarcoding proved essential for revealing dietary composition that would be impossible to detect through observation alone by characterising consumption of cryptic prey taxa. While food availability is necessary for translocation success, it is not a sole determining factor; other habitat features such as nest site availability and predator presence must also be considered. The methods I have established here provide a repeatable framework for evidence-based translocation planning.

text: Assessing habitat suitability for karure | kakaruia | Chatham Island black robin (Petroica traversi): Integrating invertebrate surveys, DNA metabarcoding, and foraging ecology The karure | kakaruia | Chatham Island black robin (Petroica traversi) is one of New Zealand's most remarkable conservation achievements, recovering from a mere five birds in 1980 to around 330 today. However, the species remains Nationally Critical and restricted to two small islands, making establishment of additional populations essential for long-term prosperity. A previous translocation attempt to Rangiauria | Rangiaotea |Pitt Island failed, with inadequate food resources hypothesised as a contributing factor, yet black robin dietary requirements and prey availability at potential translocation sites remain poorly understood. This study integrated invertebrate community surveys, DNA metabarcoding of faecal samples, and behavioural observations to characterise black robin diet, foraging behaviour and food availability, aiming to assess habitat suitability across the Chatham Islands. 
In Chapter Two I examined invertebrate communities across four forested sites across the Chatham Island archipelago; the currently inhabited Woolshed Bush and Top Bush on Hokorereoro | Rangatira | Southeast Island, previously failed translocation site Elizabeth Ellen Preece Conservation Covenant | Caravan Bush on Rangiauria | Rangiaotea | Pitt Island, and potential future translocation site Chudleigh Conservation Area on Rēkohu | Wharekauri | Chatham Island. Analyses revealed that predator free sites (Woolshed Bush and Top Bush) supported significantly higher ground-active invertebrate biomass. This difference was driven by large-bodied cave wētā and ground beetles, which were abundant on Rangatira Island but absent from Caravan Bush and Chudleigh Conservation Area. Surprisingly, Woolshed Bush and Top Bush showed similar invertebrate communities despite different black robin densities, indicating that prey availability alone does not determine habitat quality.
DNA metabarcoding of faecal samples in Chapter Three revealed that black robin are generalist insectivores, with Coleoptera, Diptera, and Orthoptera comprising the majority of their diet. Dietary composition showed no significant differences between sites, indicating consistent resource use across Woolshed Bush and Top Bush. Foraging observations confirmed strong ground-level preferences, with 82.2% of foraging events occurring at ground level, emphasising the importance of intact forest floor environments for future translocation sites.
This research demonstrates that black robin persistence depends on multiple interacting factors. Future translocation sites should include abundant large-bodied prey, intact forest floors with deep leaf litter supporting ground foraging, effective predator control or predator-free status, and mature forest structure. DNA metabarcoding proved essential for revealing dietary composition that would be impossible to detect through observation alone by characterising consumption of cryptic prey taxa. While food availability is necessary for translocation success, it is not a sole determining factor; other habitat features such as nest site availability and predator presence must also be considered. The methods I have established here provide a repeatable framework for evidence-based translocation planning.

year: 2026

title: Mild Traumatic Brain Injury in Childhood: Injury Outcomes, Teacher Perspectives and Educating Educators

authors: Case, Rosalind Jane Leamy

subjects: neuropsychology

abstract: Paediatric mild traumatic brain injury (mTBI) has the potential to impact on a wide range of developmental functions in childhood. However, the relationship between mTBI and persistent developmental difficulties is controversial, with some suggestion that children’s post-injury difficulties may actually predate the injury. Regardless of cause, however, mTBI seems to be associated with developmental impairment in childhood that may impact on academic performance and overall school functioning. In spite of the high prevalence of mTBI amongst young people, educators and school services may not be aware of the implications of such injuries and how post-concussive symptoms should be managed in educational settings. It seems that the conflicting findings regarding mTBI outcomes in childhood may contribute to a lack of knowledge amongst educators about how to manage mTBI and associated difficulties in primary-school-aged students. There is a need to further clarify the existence and nature of developmental impairments after paediatric mTBI and consider their implications in educational settings. Furthermore, there is a need to understand more regarding the capacities of educators to address issues that may arise as a result of such impairments and consider how teaching practices in this area can be enhanced.
In Study 1, the emotional, behavioural, social, intellectual, neuropsychological (comprised of memory, attention, and executive function) and academic functioning of 41 children who had sustained mTBI 14-months prior was investigated. The findings of those assessments were compared with those from a non-injured cohort of children matched on age, gender, ethnicity and school decile. Assessment measures included the Strengths and Difficulties Questionnaire (SDQ) as a measure of emotional, behavioural and social functioning, the Behavior Rating Inventory of Executive Function (BRIEF) as a measure of executive function, Woodcock Johnson Tests of Cognitive Abilities (WJ III COG) and CNS Vital Signs (CNSVS) as measures of global neuropsychological functioning, a short-form version of the Wechsler Intelligence Scale for Children (WISC-IV) as a measure of intelligence, the brief battery of the Woodcock Johnson Tests of Academic Achievement (WJ III ACH) as measure of academic achievement, and a teacher questionnaire regarding school functioning. Information obtained from parents and teachers regarding pre-injury diagnoses and learning problems did not reveal significant premorbid difficulties amongst the clinical group. The results of Study 1 showed that children who have sustained mTBI demonstrate higher rates of emotional and behavioural problems than those in a matched cohort, while executive function and social functioning was found to be similar across the two groups. Children with mTBI evidence significantly lower intellectual functioning and academic achievement, and are more likely to demonstrate learning disorders. Given the developmental impairments identified in the sample and the possible implications of such difficulties in school settings, it was considered important to evaluate teachers’ perceptions of childhood TBI and how such impairments might be managed at school.
Study 2 looked at the perceptions of educators regarding childhood TBI. Nineteen primary school teachers in the Waikato and Bay of Plenty regions engaged in semi-structured interviews that covered their understanding of TBI, its mechanisms and consequences. Participants also discussed the use of programme adaptations for children with persistent difficulties after mTBI and perceived barriers to uptake. The majority of participants had a limited understanding of mTBI and its implications in childhood. None of the participants had received prior education regarding paediatric TBI and identified this as an area of weakness that they perceived could be addressed by professional development. However, participants were not aware of any available professional development opportunities specifically relating to paediatric TBI. Participants perceived significant barriers to the delivery of appropriate educational approaches for children with developmental impairments, including limited resourcing and funding for special education and poor communication between the education and health sectors, resulting in a lack of information and support for educators.
Study 3 involved the development, delivery and evaluation of a professional development workshop and written information resource for teachers. The workshop and written information resource were delivered in three local primary schools to 38 participants. A knowledge quiz regarding mTBI was administered pre- and post-workshop. Participants also completed an evaluation of the workshop and brochure rating the usefulness of and their satisfaction with the materials. A repeated-measures experiment showed that knowledge levels significantly increased following participation in the workshop. The majority of participants were satisfied with the content of the workshop and expected to make changes to their practice with children who had experienced mTBI and were evidencing emotional, behavioural and/or cognitive symptoms.
The results of this research indicate that while the cause of post-concussive difficulties may be ambiguous, children who have experienced mTBI are at higher risk of demonstrating developmental problems across a wide range of domains. These problems have the potential to impact on school functioning; however, teachers may not be aware of these issues and thus may not be well-placed to support children who are experiencing difficulties through the post-concussive period and beyond. On the other hand, teachers demonstrate insight into their limitations in this regard and appear keen to address their professional development needs in this area. A brief professional development approach that focuses on the epidemiology and possible consequences of mTBI in childhood, along with a range of programme adaptation strategies that teachers can opt to employ as necessary, may be useful in improving teacher knowledge, educational practice and, ultimately, functional outcomes for children who have experienced mTBI. The need for screening and intervention services for children with mTBI is highlighted, along with a reconceptualisation of how special needs are addressed in school settings.

text: Mild Traumatic Brain Injury in Childhood: Injury Outcomes, Teacher Perspectives and Educating Educators Paediatric mild traumatic brain injury (mTBI) has the potential to impact on a wide range of developmental functions in childhood. However, the relationship between mTBI and persistent developmental difficulties is controversial, with some suggestion that children’s post-injury difficulties may actually predate the injury. Regardless of cause, however, mTBI seems to be associated with developmental impairment in childhood that may impact on academic performance and overall school functioning. In spite of the high prevalence of mTBI amongst young people, educators and school services may not be aware of the implications of such injuries and how post-concussive symptoms should be managed in educational settings. It seems that the conflicting findings regarding mTBI outcomes in childhood may contribute to a lack of knowledge amongst educators about how to manage mTBI and associated difficulties in primary-school-aged students. There is a need to further clarify the existence and nature of developmental impairments after paediatric mTBI and consider their implications in educational settings. Furthermore, there is a need to understand more regarding the capacities of educators to address issues that may arise as a result of such impairments and consider how teaching practices in this area can be enhanced.
In Study 1, the emotional, behavioural, social, intellectual, neuropsychological (comprised of memory, attention, and executive function) and academic functioning of 41 children who had sustained mTBI 14-months prior was investigated. The findings of those assessments were compared with those from a non-injured cohort of children matched on age, gender, ethnicity and school decile. Assessment measures included the Strengths and Difficulties Questionnaire (SDQ) as a measure of emotional, behavioural and social functioning, the Behavior Rating Inventory of Executive Function (BRIEF) as a measure of executive function, Woodcock Johnson Tests of Cognitive Abilities (WJ III COG) and CNS Vital Signs (CNSVS) as measures of global neuropsychological functioning, a short-form version of the Wechsler Intelligence Scale for Children (WISC-IV) as a measure of intelligence, the brief battery of the Woodcock Johnson Tests of Academic Achievement (WJ III ACH) as measure of academic achievement, and a teacher questionnaire regarding school functioning. Information obtained from parents and teachers regarding pre-injury diagnoses and learning problems did not reveal significant premorbid difficulties amongst the clinical group. The results of Study 1 showed that children who have sustained mTBI demonstrate higher rates of emotional and behavioural problems than those in a matched cohort, while executive function and social functioning was found to be similar across the two groups. Children with mTBI evidence significantly lower intellectual functioning and academic achievement, and are more likely to demonstrate learning disorders. Given the developmental impairments identified in the sample and the possible implications of such difficulties in school settings, it was considered important to evaluate teachers’ perceptions of childhood TBI and how such impairments might be managed at school.
Study 2 looked at the perceptions of educators regarding childhood TBI. Nineteen primary school teachers in the Waikato and Bay of Plenty regions engaged in semi-structured interviews that covered their understanding of TBI, its mechanisms and consequences. Participants also discussed the use of programme adaptations for children with persistent difficulties after mTBI and perceived barriers to uptake. The majority of participants had a limited understanding of mTBI and its implications in childhood. None of the participants had received prior education regarding paediatric TBI and identified this as an area of weakness that they perceived could be addressed by professional development. However, participants were not aware of any available professional development opportunities specifically relating to paediatric TBI. Participants perceived significant barriers to the delivery of appropriate educational approaches for children with developmental impairments, including limited resourcing and funding for special education and poor communication between the education and health sectors, resulting in a lack of information and support for educators.
Study 3 involved the development, delivery and evaluation of a professional development workshop and written information resource for teachers. The workshop and written information resource were delivered in three local primary schools to 38 participants. A knowledge quiz regarding mTBI was administered pre- and post-workshop. Participants also completed an evaluation of the workshop and brochure rating the usefulness of and their satisfaction with the materials. A repeated-measures experiment showed that knowledge levels significantly increased following participation in the workshop. The majority of participants were satisfied with the content of the workshop and expected to make changes to their practice with children who had experienced mTBI and were evidencing emotional, behavioural and/or cognitive symptoms.
The results of this research indicate that while the cause of post-concussive difficulties may be ambiguous, children who have experienced mTBI are at higher risk of demonstrating developmental problems across a wide range of domains. These problems have the potential to impact on school functioning; however, teachers may not be aware of these issues and thus may not be well-placed to support children who are experiencing difficulties through the post-concussive period and beyond. On the other hand, teachers demonstrate insight into their limitations in this regard and appear keen to address their professional development needs in this area. A brief professional development approach that focuses on the epidemiology and possible consequences of mTBI in childhood, along with a range of programme adaptation strategies that teachers can opt to employ as necessary, may be useful in improving teacher knowledge, educational practice and, ultimately, functional outcomes for children who have experienced mTBI. The need for screening and intervention services for children with mTBI is highlighted, along with a reconceptualisation of how special needs are addressed in school settings.

year: 2014

title: Restorying the individual: The cultural dimension of special education in three Te Arawa sites

authors: Macfarlane, Angus H

subjects: Māori special education

abstract: On the basis of observation of three Te Arawa educational sites, it is argued here that a central characteristic of successful programmes that attend to Māori students with special needs is cultural-centredness. Significant aspects of that culture-centredness are outlined here, aspects that, it is argued, are fundamental to the process of restorying that is, it is argued, critical to the success of many Māori students, particularly those with special needs.

text: Restorying the individual: The cultural dimension of special education in three Te Arawa sites On the basis of observation of three Te Arawa educational sites, it is argued here that a central characteristic of successful programmes that attend to Māori students with special needs is cultural-centredness. Significant aspects of that culture-centredness are outlined here, aspects that, it is argued, are fundamental to the process of restorying that is, it is argued, critical to the success of many Māori students, particularly those with special needs.

year: 2002-09