title: Teaching Social Skills to Children with Special Needs Using Video Modelling

authors: Turner, Amy

abstract: Video modelling was used to teach 4 different social skills to four children aged between 6 and 10 years. Two of the children had formal diagnosis for autism spectrum disorder, one child had a formal diagnosis of attention deficit disorder and displayed traits of autism, and one child was currently being diagnosed and displayed traits of autism. The 4 different social skills were greeting and small talk, initiation and responding to conversation and play, initiation for conversation and play, and turn taking. The aim of this study was to build on the current literature on the efficacy and usability of video modelling for teaching social skills to children with autism. A single-subject, multiple baseline design was used. The overall results showed that video modelling was effective as a resource for teaching social skills to children with autism spectrum disorder and other deficits. Limitations and implications for future research are discussed at the end.

text: Teaching Social Skills to Children with Special Needs Using Video Modelling Video modelling was used to teach 4 different social skills to four children aged between 6 and 10 years. Two of the children had formal diagnosis for autism spectrum disorder, one child had a formal diagnosis of attention deficit disorder and displayed traits of autism, and one child was currently being diagnosed and displayed traits of autism. The 4 different social skills were greeting and small talk, initiation and responding to conversation and play, initiation for conversation and play, and turn taking. The aim of this study was to build on the current literature on the efficacy and usability of video modelling for teaching social skills to children with autism. A single-subject, multiple baseline design was used. The overall results showed that video modelling was effective as a resource for teaching social skills to children with autism spectrum disorder and other deficits. Limitations and implications for future research are discussed at the end.

year: 2017

title: The Number of Lattice Rules of Specified Upper Class and Rank

authors: Lyness, J.N.

subjects: mathematics

abstract: The upper class of a lattice rule is a convenient entity for classification and other purposes. The rank of a lattice rule is a basic characteristic, also used for classification. By introducing a rank proportionality factor and obtaining certain recurrence relations, we show how many lattice rules of each rank exist in any prime upper class. The Sylow p-decomposition may be used to obtain corresponding results for any upper class.

text: The Number of Lattice Rules of Specified Upper Class and Rank The upper class of a lattice rule is a convenient entity for classification and other purposes. The rank of a lattice rule is a basic characteristic, also used for classification. By introducing a rank proportionality factor and obtaining certain recurrence relations, we show how many lattice rules of each rank exist in any prime upper class. The Sylow p-decomposition may be used to obtain corresponding results for any upper class.

year: 2003

title: Reconnecting whānau: Pathways to recovery for Māori with bipolar disorder

authors: Waitoki, Waikaremoana

subjects: mental health

abstract: While Māori are known to experience a higher burden of mental health and addiction problems compared to non-Māori (Baxter, 2008), little exploratory research has been conducted into Māori experiences of bipolar affective disorder. Bipolar disorder is at times regarded as a “life sentence”, with little hope of recovery. The recovery- focused mental health literature, however, argues wellness is achievable for even the most intractable conditions (Lapsley, Nikora, & Black, 2002; Mental Health Commission, 2001). The aim of this research was to gather information about the experiences of Māori who were diagnosed with bipolar affective disorder. Interviews were conducted with 22 Māori wāhine (women) and tāne (men), and using thematic analyses, themes relevant to their life stories were uncovered. This research sought to contribute to the realisation of Māori potential by explicitly shifting from deficit- focused frameworks to a focus on systemic factors that influenced Māori wellbeing. Highlights were that whānau (participants) who were connected with friends, partners and family were motivated to achieve wellness and to stay well.

text: Reconnecting whānau: Pathways to recovery for Māori with bipolar disorder While Māori are known to experience a higher burden of mental health and addiction problems compared to non-Māori (Baxter, 2008), little exploratory research has been conducted into Māori experiences of bipolar affective disorder. Bipolar disorder is at times regarded as a “life sentence”, with little hope of recovery. The recovery- focused mental health literature, however, argues wellness is achievable for even the most intractable conditions (Lapsley, Nikora, & Black, 2002; Mental Health Commission, 2001). The aim of this research was to gather information about the experiences of Māori who were diagnosed with bipolar affective disorder. Interviews were conducted with 22 Māori wāhine (women) and tāne (men), and using thematic analyses, themes relevant to their life stories were uncovered. This research sought to contribute to the realisation of Māori potential by explicitly shifting from deficit- focused frameworks to a focus on systemic factors that influenced Māori wellbeing. Highlights were that whānau (participants) who were connected with friends, partners and family were motivated to achieve wellness and to stay well.

year: 2015