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: Strategies and characteristics of effective one-to-one literacy tutors

authors: Bennett, Tracey Shelley-Anne

subjects: Reading

abstract: What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

text: Strategies and characteristics of effective one-to-one literacy tutors What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

year: 2007

title: Can large taonga bivalves speed up recovery in degraded estuaries?

authors: Prinz, Natalie

abstract: THE QUESTION:
Will there introduction of adult, long-lived bivalves with differing functional traits speed up recovery of degraded soft sediment habitats in estuaries?
RESULTS:
Average bivalve survival after one year was 18% in + tuangi plot sand 59% in + hanikura plots. Sediment oxygen consumption (SOC) after one month was enhanced by 116% in treatments containing tuangi compared to control treatments. After one year those were similar to ambient levels, still showed higher SOC than control plots.

text: Can large taonga bivalves speed up recovery in degraded estuaries? THE QUESTION:
Will there introduction of adult, long-lived bivalves with differing functional traits speed up recovery of degraded soft sediment habitats in estuaries?
RESULTS:
Average bivalve survival after one year was 18% in + tuangi plot sand 59% in + hanikura plots. Sediment oxygen consumption (SOC) after one month was enhanced by 116% in treatments containing tuangi compared to control treatments. After one year those were similar to ambient levels, still showed higher SOC than control plots.

year: 2023