title: A qualitative analysis of parent's reminiscing with their child with autism: Motivations, enablers and barriers

authors: Wilson, Bryony

subjects: reminiscing

abstract: Parent-child reminiscing is a critical learning process associated with many cognitive developmental outcomes, including language acquisition, memory development and socio-emotional functioning (see Waters et al., 2019 for review). Many of these developmental outcomes are compromised for autistic children. However, only a few published studies have examined parent-child reminiscing for neurodiverse families (Faust, 2009; McDonnell et al., 2021; Raman, 2022). Moreover, none have qualitatively explored parents’ experience of and goals for reminiscing. Thus, we know little about how reminiscing might differ for children with autism or their parents. This study aimed to explore parents’ experiences of reminiscing with their child with autism, including their goals, motivations, and barriers and enablers to their participation in a three-session reminiscing intervention. Using a qualitative approach, we conducted semi-structured interviews with five parent-child dyads before and after a three-session reminiscing intervention. All children had a prior diagnosis of autism spectrum disorder (ASD). We used reflective thematic analysis (RTA) (Braun & Clarke, 2006, 2020) to explore and generate themes from pre- and post-
intervention interviews related to motivations, goals, challenges and benefits of reminiscing with a child on the autism spectrum. Findings highlight the significant influence of emotional states on conversation engagement, the challenges autistic children face in understanding conversational structure and narrative retelling, and the unique motivations parents have for reminiscing, including reminiscing as a tool for emotional regulation, preparing for and understanding social situations, and fostering a positive relationship. Participation in the intervention provided insights into the benefits and challenges of reminiscing, with parents emphasising the need for individualised support and flexibility. Our findings contribute to a small but growing body of research on parent-child reminiscing in autism, offering practical implications for future interventions. Our approach highlights the importance of aligning intervention goals with parents’ needs to enhance their effectiveness. Future research should explore parents’ motivations across larger, more diverse samples to inform autism-specific reminiscing interventions further.

text: A qualitative analysis of parent's reminiscing with their child with autism: Motivations, enablers and barriers Parent-child reminiscing is a critical learning process associated with many cognitive developmental outcomes, including language acquisition, memory development and socio-emotional functioning (see Waters et al., 2019 for review). Many of these developmental outcomes are compromised for autistic children. However, only a few published studies have examined parent-child reminiscing for neurodiverse families (Faust, 2009; McDonnell et al., 2021; Raman, 2022). Moreover, none have qualitatively explored parents’ experience of and goals for reminiscing. Thus, we know little about how reminiscing might differ for children with autism or their parents. This study aimed to explore parents’ experiences of reminiscing with their child with autism, including their goals, motivations, and barriers and enablers to their participation in a three-session reminiscing intervention. Using a qualitative approach, we conducted semi-structured interviews with five parent-child dyads before and after a three-session reminiscing intervention. All children had a prior diagnosis of autism spectrum disorder (ASD). We used reflective thematic analysis (RTA) (Braun & Clarke, 2006, 2020) to explore and generate themes from pre- and post-
intervention interviews related to motivations, goals, challenges and benefits of reminiscing with a child on the autism spectrum. Findings highlight the significant influence of emotional states on conversation engagement, the challenges autistic children face in understanding conversational structure and narrative retelling, and the unique motivations parents have for reminiscing, including reminiscing as a tool for emotional regulation, preparing for and understanding social situations, and fostering a positive relationship. Participation in the intervention provided insights into the benefits and challenges of reminiscing, with parents emphasising the need for individualised support and flexibility. Our findings contribute to a small but growing body of research on parent-child reminiscing in autism, offering practical implications for future interventions. Our approach highlights the importance of aligning intervention goals with parents’ needs to enhance their effectiveness. Future research should explore parents’ motivations across larger, more diverse samples to inform autism-specific reminiscing interventions further.

year: 2025

title: The LRU*WWW proxy cache document replacement algorithm

authors: Chang, Chung-yi

subjects: WWW

abstract: Obtaining good performance from WWW proxy caches is critically dependent on the document replacement policy used by the proxy. This paper validates the work of other authors by reproducing their studies of proxy cache document replacement algorithms. From this basis a cross-trace study is mounted. This demonstrates that the performance of most document replacement algorithms is dependent on the type of workload that they are presented with. Finally we propose a new algorithm, LRU*, that consistently performs well across all our traces.

text: The LRU*WWW proxy cache document replacement algorithm Obtaining good performance from WWW proxy caches is critically dependent on the document replacement policy used by the proxy. This paper validates the work of other authors by reproducing their studies of proxy cache document replacement algorithms. From this basis a cross-trace study is mounted. This demonstrates that the performance of most document replacement algorithms is dependent on the type of workload that they are presented with. Finally we propose a new algorithm, LRU*, that consistently performs well across all our traces.

year: 1999-06

title: Māori in the Faculty of Arts and Social Sciences: An analysis of the Faculty of Arts and Social Science data records from 1997-2002

authors: Ashwell, Allanah

subjects: Maori students

abstract: The Ministry of Education has compiled annual reports on the participation of Maori in
tertiary education. The 2002 report presented a comprehensive description of Maori
participation across all tertiary institutions within New Zealand in that year. The figures
show that Maori are markedly under-represented in tertiary institutions, particularly
universities.
The barriers encountered by Maori students can either directly or indirectly impact on
Maori participation, retention and success. The more disturbing outcome is that of
withdrawal or dropping out of higher education, is more likely when a Maori student
experiences and has to confront multiple rather than single barriers.
With this in mind, the aim of this study was to examine and identify trends apparent in
data records of Maori students enrolled in courses offered by the Faculty of Arts and
Social Sciences at the University of Waikato between 1997 and 2002 and to make
recommendations to the Faculty about how negative trends might be addressed. Specific
areas for analysis are detailed in the report.

text: Māori in the Faculty of Arts and Social Sciences: An analysis of the Faculty of Arts and Social Science data records from 1997-2002 The Ministry of Education has compiled annual reports on the participation of Maori in
tertiary education. The 2002 report presented a comprehensive description of Maori
participation across all tertiary institutions within New Zealand in that year. The figures
show that Maori are markedly under-represented in tertiary institutions, particularly
universities.
The barriers encountered by Maori students can either directly or indirectly impact on
Maori participation, retention and success. The more disturbing outcome is that of
withdrawal or dropping out of higher education, is more likely when a Maori student
experiences and has to confront multiple rather than single barriers.
With this in mind, the aim of this study was to examine and identify trends apparent in
data records of Maori students enrolled in courses offered by the Faculty of Arts and
Social Sciences at the University of Waikato between 1997 and 2002 and to make
recommendations to the Faculty about how negative trends might be addressed. Specific
areas for analysis are detailed in the report.

year: 2003-06