title: Training parents to implement the Picture Exchange Communication System via telehealth and behavioural skills training

authors: Scott, Georgina

abstract: Research indicates that deficits in functional communication skills correlate with problem behaviour. Results from previous studies suggests that by teaching functional communication skills to an individual, it may be possible to replace problem behaviour with more socially appropriate means of communicating their needs and wishes. The primary aim of the current study was to investigate whether parents could be trained to implement the Picture Exchange Communication System (PECS) effectively with their adolescent son, Jack (pseudonym), who has an intellectual disability. The effectiveness of telehealth to administer PECS training was evaluated in conjunction with the use of behavioural skills training. Additionally, errors made by the parents in their use of PECS during training sessions where the researcher provided them with prompts were also examined. The secondary aim of the study was to investigate the effect of the aforementioned PECS training on the functional communication skills of Jack in the home environment. The most significant findings of the current study were that telehealth was a viable method of teaching PECS to parents, that parents made fewer errors for subsequent sessions within each phase, and that a greater number of errors were made in the role of communicative partner compared to physical prompter during Phase One. Results of the study also suggest that the intervention resulted in increased functional communication skills for Jack; namely the emergence of mands for particular toys and for making requests for the continuation of activities he enjoyed.

text: Training parents to implement the Picture Exchange Communication System via telehealth and behavioural skills training Research indicates that deficits in functional communication skills correlate with problem behaviour. Results from previous studies suggests that by teaching functional communication skills to an individual, it may be possible to replace problem behaviour with more socially appropriate means of communicating their needs and wishes. The primary aim of the current study was to investigate whether parents could be trained to implement the Picture Exchange Communication System (PECS) effectively with their adolescent son, Jack (pseudonym), who has an intellectual disability. The effectiveness of telehealth to administer PECS training was evaluated in conjunction with the use of behavioural skills training. Additionally, errors made by the parents in their use of PECS during training sessions where the researcher provided them with prompts were also examined. The secondary aim of the study was to investigate the effect of the aforementioned PECS training on the functional communication skills of Jack in the home environment. The most significant findings of the current study were that telehealth was a viable method of teaching PECS to parents, that parents made fewer errors for subsequent sessions within each phase, and that a greater number of errors were made in the role of communicative partner compared to physical prompter during Phase One. Results of the study also suggest that the intervention resulted in increased functional communication skills for Jack; namely the emergence of mands for particular toys and for making requests for the continuation of activities he enjoyed.

year: 2023

title: New Zealand regions, 1986-2001: Industries and occupations

authors: Pool, Ian

subjects: industry

abstract: This paper provides an analysis which examines the differences in the industrial and occupational structure of New Zealand regions. Using data compiled by Statistics New Zealand from Goods and Services Tax (GST) registrations supplied by the Inland Revenue Department, it also looks at business size trends. The analysis in this paper points to a distinct change in the characteristics of the New Zealand labour force, a shift to a “More Highly Skilled Tertiary” sector. This paper shows that these changes did not occur uniformly across New Zealand regions. Instead, skills typical of the “new economy” or the “knowledge society” are concentrated in Auckland and Wellington, and to a lesser degree Canterbury. This trend has seen regional patterns of work diverge more and more.

text: New Zealand regions, 1986-2001: Industries and occupations This paper provides an analysis which examines the differences in the industrial and occupational structure of New Zealand regions. Using data compiled by Statistics New Zealand from Goods and Services Tax (GST) registrations supplied by the Inland Revenue Department, it also looks at business size trends. The analysis in this paper points to a distinct change in the characteristics of the New Zealand labour force, a shift to a “More Highly Skilled Tertiary” sector. This paper shows that these changes did not occur uniformly across New Zealand regions. Instead, skills typical of the “new economy” or the “knowledge society” are concentrated in Auckland and Wellington, and to a lesser degree Canterbury. This trend has seen regional patterns of work diverge more and more.

year: 2005-12

title: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies

authors: Simpson, Mary Louisa

subjects: Early childhood

abstract: This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

text: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

year: 2011