title: Estimating Premorbid IQ in New Zealand

authors: Lichtwark, Irene Tatjana

subjects: premorbid IQ

abstract: The experience of brain injury changes the world for the person experiencing it and their family. It is important for health providers to know as accurately as possible how severe the brain damage is to be able to deliver the appropriate level of treatment and rehabilitation. Tests are available to measure current cognitive functioning which can be expressed as an intelligence quotient (IQ). One such test is the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Other tests are able to estimate premorbid IQ, for example the National Adult Reading Test (NART), the Test of Premorbid Functioning (TOPF) and the New Zealand Adult Reading Test (NZART). The discrepancy between the current IQ and the estimated premorbid IQ scores provides an estimate of the decrease in cognitive function as a result of brain injury. Most of these IQ tests have not been developed or normed for the New Zealand population and their suitability for this population is therefore not known. This study aimed to evaluate the ability of the tests of premorbid IQ to estimate the current WAIS-IV IQ in a New Zealand sample. This sample consisted of 86 New Zealand born, neurologically healthy, men and women (mean age of 46 years), who were administered the WAIS-IV, NART, TOPF and NZART. The results showed that the tests of premorbid IQ significantly over estimated lower IQ scores and significantly under estimated higher IQ scores. New regression formulae for the NART, TOPF and NZART were developed based on the WAIS-IV FSIQ and were found to be only marginally better at predicting current IQ. These new regression formulae also over-and under-estimated current IQ in the lower and upper ranges. The NZART, a New Zealand developed test, showed slightly better performance than the overseas tests. It was concluded that the tests of premorbid functioning are not very accurate in in their prediction of WAIS-IV current IQ for people in New Zealand and alternative methods of estimating premorbid IQ are suggested.

text: Estimating Premorbid IQ in New Zealand The experience of brain injury changes the world for the person experiencing it and their family. It is important for health providers to know as accurately as possible how severe the brain damage is to be able to deliver the appropriate level of treatment and rehabilitation. Tests are available to measure current cognitive functioning which can be expressed as an intelligence quotient (IQ). One such test is the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Other tests are able to estimate premorbid IQ, for example the National Adult Reading Test (NART), the Test of Premorbid Functioning (TOPF) and the New Zealand Adult Reading Test (NZART). The discrepancy between the current IQ and the estimated premorbid IQ scores provides an estimate of the decrease in cognitive function as a result of brain injury. Most of these IQ tests have not been developed or normed for the New Zealand population and their suitability for this population is therefore not known. This study aimed to evaluate the ability of the tests of premorbid IQ to estimate the current WAIS-IV IQ in a New Zealand sample. This sample consisted of 86 New Zealand born, neurologically healthy, men and women (mean age of 46 years), who were administered the WAIS-IV, NART, TOPF and NZART. The results showed that the tests of premorbid IQ significantly over estimated lower IQ scores and significantly under estimated higher IQ scores. New regression formulae for the NART, TOPF and NZART were developed based on the WAIS-IV FSIQ and were found to be only marginally better at predicting current IQ. These new regression formulae also over-and under-estimated current IQ in the lower and upper ranges. The NZART, a New Zealand developed test, showed slightly better performance than the overseas tests. It was concluded that the tests of premorbid functioning are not very accurate in in their prediction of WAIS-IV current IQ for people in New Zealand and alternative methods of estimating premorbid IQ are suggested.

year: 2011

title: Homemaking on the streets and beyond

authors: Groot, Shiloh Ann Maree

subjects: homemaking

abstract: Homemaking is associated with domiciled family life, community, and secure work. Moving beyond this perspective, we explore the experiences of people dislocated from family, community, and work, and their efforts to make a place for themselves. We consider a homeless man's efforts to make a home on the streets of Auckland in the absence of positive social ties, employment, and a domiciled abode. This case draws upon an auto-biographical interview, three photo-production projects and three photo-elicitation interviews with Daniel. We consider Daniel's profound sense of loneliness and efforts at imagining a domiciled home beyond the streets where he can forge meaningful relationships. Daniel is now re-housed, in part, as a result of insights from this research being used in social work practice.

text: Homemaking on the streets and beyond Homemaking is associated with domiciled family life, community, and secure work. Moving beyond this perspective, we explore the experiences of people dislocated from family, community, and work, and their efforts to make a place for themselves. We consider a homeless man's efforts to make a home on the streets of Auckland in the absence of positive social ties, employment, and a domiciled abode. This case draws upon an auto-biographical interview, three photo-production projects and three photo-elicitation interviews with Daniel. We consider Daniel's profound sense of loneliness and efforts at imagining a domiciled home beyond the streets where he can forge meaningful relationships. Daniel is now re-housed, in part, as a result of insights from this research being used in social work practice.

year: 2012

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024