title: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies

authors: Joll, Melissa Anne

abstract: Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

text: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

year: 2024

title: eReader interface design for page-turning

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: There remain numerous unanswered questions regarding how to design eReaders that are effective for the range of reading purposes required by readers. This broad research area requires the attention of HCI, design, and reading researchers alike. This paper begins to address the needs of readers when turning pages during reading in a digital book (eBook). Specifically, software-based page-turning features of eReading on a mobile device are investigated. A case study analysis of eReader software and hardware is presented and used to inform the design and testing of six page-turning methods for eReaders. Design recommendations for page-turning are provided.

text: eReader interface design for page-turning There remain numerous unanswered questions regarding how to design eReaders that are effective for the range of reading purposes required by readers. This broad research area requires the attention of HCI, design, and reading researchers alike. This paper begins to address the needs of readers when turning pages during reading in a digital book (eBook). Specifically, software-based page-turning features of eReading on a mobile device are investigated. A case study analysis of eReader software and hardware is presented and used to inform the design and testing of six page-turning methods for eReaders. Design recommendations for page-turning are provided.

year: 2018

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017