title: Increasing functional communication for individuals with an intellectual disability using picture exchange communication system in a disability residential setting

authors: Svensson, Melissa

abstract: Individuals who are diagnosed with a developmental disorder may find it difficult to communicate functionally, which limits their ability to have their needs met and their thoughts respected. Augmentative and Alternative Communication (AAC) interventions such as, the Picture Exchange Communication System (PECS) aim to provide a way for individuals with functional communication deficits to communicate their needs. A small number of studies have explored whether direct caregivers can be trained to implement PECS for adult clients with a developmental delay, who reside in a disability residential flat. This study aims to investigate the effectiveness of Behavioural Skills Training (BST), delivered remotely, for training support staff to implement PECS in a disability residential setting. The effect of PECS on functional communication for the client is also evaluated. Staff participants took part in training sessions using BST procedures. Once staff participants had achieved 80% accuracy during training, PECS implementation sessions began with the staff and client participants.  Training and implementation sessions were delivered remotely, via video conferencing software. The results of this research indicate that direct caregivers can be trained to implement PECS in a disability residential flat, with all staff participants maintaining a high level of accuracy throughout training and implementation. Training and implementation data showed increased functional communication acts for the client participant as he learned to use PECS to mand for items and activities. However, this change was not reflected in the data gained at generalisation and follow-up sessions. In conclusion, this research provides evidence to support BST as an effective practice for training caregivers to implement PECS in a disability residential setting. Further, PECS may also be an effective intervention for increasing functional communication for individuals with a developmental delay and communication deficits.

text: Increasing functional communication for individuals with an intellectual disability using picture exchange communication system in a disability residential setting Individuals who are diagnosed with a developmental disorder may find it difficult to communicate functionally, which limits their ability to have their needs met and their thoughts respected. Augmentative and Alternative Communication (AAC) interventions such as, the Picture Exchange Communication System (PECS) aim to provide a way for individuals with functional communication deficits to communicate their needs. A small number of studies have explored whether direct caregivers can be trained to implement PECS for adult clients with a developmental delay, who reside in a disability residential flat. This study aims to investigate the effectiveness of Behavioural Skills Training (BST), delivered remotely, for training support staff to implement PECS in a disability residential setting. The effect of PECS on functional communication for the client is also evaluated. Staff participants took part in training sessions using BST procedures. Once staff participants had achieved 80% accuracy during training, PECS implementation sessions began with the staff and client participants.  Training and implementation sessions were delivered remotely, via video conferencing software. The results of this research indicate that direct caregivers can be trained to implement PECS in a disability residential flat, with all staff participants maintaining a high level of accuracy throughout training and implementation. Training and implementation data showed increased functional communication acts for the client participant as he learned to use PECS to mand for items and activities. However, this change was not reflected in the data gained at generalisation and follow-up sessions. In conclusion, this research provides evidence to support BST as an effective practice for training caregivers to implement PECS in a disability residential setting. Further, PECS may also be an effective intervention for increasing functional communication for individuals with a developmental delay and communication deficits.

year: 2022

title: Enhancing practicing primary school teachers' pedagogical content knowledge in technology

authors: Jones, Alister

abstract: This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

text: Enhancing practicing primary school teachers' pedagogical content knowledge in technology This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

year: 2001

title: Environmental performance outcomes and indicators for indigenous peoples: Review of literature

authors: Kennedy, Nathan

subjects: New Zealand

abstract: The literature review in this report was the starting point for developing a Māori research strand (2003-2009) within the Planning Under Co-operative Mandates (PUCM) research programme (1995-2009). An early task of the PUCM Māori team was to review the international literature on environmental outcomes and indicators for indigenous peoples. This was in order to gain an understanding of what had been written on the subject and to become familiar with approaches taken by others that might provide lessons for the development of our proposed kaupapa Māori outcomes and indicators framework and methodology, which was aimed at local government performance in Aotearoa/New Zealand. This current report is not intended to provide an exhaustive catalogue of writings on environmental performance outcomes and indicators for indigenous peoples, including Māori. Rather, some of the more obvious and important writings are noted as a ready reference for others interested in this topic. Before detailing the approach we took in carrying out the review, the key terms, outcomes and indicators, are defined.

text: Environmental performance outcomes and indicators for indigenous peoples: Review of literature The literature review in this report was the starting point for developing a Māori research strand (2003-2009) within the Planning Under Co-operative Mandates (PUCM) research programme (1995-2009). An early task of the PUCM Māori team was to review the international literature on environmental outcomes and indicators for indigenous peoples. This was in order to gain an understanding of what had been written on the subject and to become familiar with approaches taken by others that might provide lessons for the development of our proposed kaupapa Māori outcomes and indicators framework and methodology, which was aimed at local government performance in Aotearoa/New Zealand. This current report is not intended to provide an exhaustive catalogue of writings on environmental performance outcomes and indicators for indigenous peoples, including Māori. Rather, some of the more obvious and important writings are noted as a ready reference for others interested in this topic. Before detailing the approach we took in carrying out the review, the key terms, outcomes and indicators, are defined.

year: 2009-07-31