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    Exploring the New Zealand Child and Youth Profile as a collaborative tool to support educational planning for children with fetal alcohol spectrum disorder : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Education), Massey University, Palmerston North, New Zealand
    (Massey University, 2019) van Wyk, Joanne
    Research indicates that students with fetal alcohol spectrum disorder (FASD) are at increased risk of poor academic performance, however, educational planning for these students is difficult due to the complex nature of their educational profile. In order to improve educational outcomes, tools are required to support improved understanding of the student’s profile along with enhancing a cross-disciplinary approach to educational planning. This study sought to investigate the use of the New Zealand Child and Youth Profile (NZCYP), a biopsychosocial framework designed to collect key information about a student from multiple perspectives, in order to facilitate cross-disciplinary educational collaboration and planning. A qualitative design was employed to explore the perceptions of two teams of participants using the NZCYP to support a student with FASD. Findings indicated several factors hindered the completion and application of the NZCYP (or Toolkit), which had a considerable impact on the teams’ perceptions of the NZCYP. Overall, the teams perceived the NZCYP’s ability to help improve understanding of the student’s profile, to support teacher/classroom practice and planning, and to enhance collaborative practice was limited. This study highlighted the importance of providing tools which are easily understood, incorporate culturally relevant information and multiple perspectives, and provide suitable training to enable teams to utilise the information in a cross-disciplinary manner.
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    The social-emotional needs of twice-exceptional learners in primary schools : perspectives of children and parents : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, Auckland, New Zealand
    (Massey University, 2019) Bailey, Trudy
    Twice-exceptional children typically have unique and complex social-emotional needs that accompany their gifted abilities and disabilities/disorders. A review of the twice-exceptional research reveals that very few studies have explored the social-emotional needs of these unique learners, particularly in the context of New Zealand. This study aimed to bridge this gap in the research, generating some valuable insights into the social-emotional needs of twice-exceptional learners and how they are being met in primary schools across New Zealand. The study explored the social-emotional needs of six twice-exceptional children (ages 6 to 11 years) from their perspectives and lived experiences, giving twice-exceptional children and their parents a much-needed voice. A qualitative case study design was employed, and purposive sampling techniques used. Semi-structured interviews with the twice-exceptional children and their parents, as well as a document review, formed the data for this research. The interview narratives were used to create individual case stories for the twice-exceptional children, and broad thematic analysis was conducted across the cases. The findings revealed commonalities across the case stories, as well as unique experiences. Although some positive school experiences were highlighted, the participants mostly shared negative school experiences and teacher interactions, and minimal support or accommodations for the academic or social-emotional needs of the twice-exceptional children in this study. Additionally, the findings show the pivotal role that parents play in identifying and advocating for their children’s needs, and the continued lack of awareness about twice-exceptionality among educators in New Zealand primary schools.
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    Severe learning disabilities : an investigation into the incidence and treatment of children failing to reach their reading potential : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts at Massey University
    (Massey University, 1981) Smith, Bryce R
    During 1976 teachers in Taranaki, as in other parts of New Zealand, were expressing concern for children who appeared to make scant progress in language skills despite the best endeavours of teacher and pupil. Discussions with psychologists and education department officers resulted, in a research programme being structured to survey such a group. In view of the then current interest in visual and auditory perception deficiencies which were believed to contribute to learning difficulties, investigations were to be made of several strategies. It was planned to institute proceedings which would not only remedy deficiencies but could also become the basis for preventive action with similar pupils at an earlier age. At that time teachers were available to allow staffing of the project and so two schools were selected for field trials. Teacher nominations of candidates were tested and groups of children isolated who would benefit from the programme. Staff training commenced to build up a set of practices which would subsequently be modified as experience was gained. Teachers were also helped to devise monitoring behaviours to ensure adequate and comparable data collection strategies were instituted. During the investigation, changes in approach were made as programmes developed and from new insights resulting from concurrent reviews of the literature which became available. Two major shifts occurred, the second resulting in the abandonment of some major precepts concerning remedial programming. Investigations are still proceeding related to the early identification and preventive aspect. THE PROPOSAL It is now time to go back to the beginning. At that stage the writer held certain beliefs on causation and remediation of reading disabilities which became the basis for examining the hypotheses: • That learning disabled children present a number of neuro-sensory deficits which led to their disability. • That remedial programmes which build up these areas and reading programmes which are tailored to avoid use of those deficits will result in improved performance.
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    Self-concept in learning disabled children : relationship to perceived competence, social support and task performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University
    (Massey University, 1998) Person, Angela C
    Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with academic self-concept, non-academic self-concept, and perceived social support. Self-concept was additionally examined for any relationships with task performance indicators. Data were collected from 41 students aged between 7 and 15 years using a multitrait-multimethod assessment methodology. Self-concept was assessed by the Self-Perception Profile for Children (Harter, 1985a), and perceived social support was assessed by the Social Support Scale for Children (Harter, 1985b). Task performance was assessed by a battery of academic and motor skill measures. Findings indicated that most LD children in this sample reported low levels of academically based self-concept. However, most also reported high levels of global self-worth. The study found students with high global self-concept perceived they were more competent/adequate in some non-academic domains (e.g., physical appearance and behavioural conduct), and perceived being socially supported, particularly by teachers. Perceptions of academic self-concept were not found to be as related to perceptions of global self-concept as non-academic domains. In regression analyses, perceptions of physical appearance followed by perceptions of athletic competence were found to be predictors of global self-worth. No predictors were found to be significant for academic self-concept. Classmate support predicted aspects of social self-concept (i.e., social acceptance). No pattern of significant relationships were found between task performance indicators and various domains of self-concept. Discussion includes using data to dispel myths some may have about the global self-worth of LD children as well as in intervention programmes. This study replicated and extended research in this area. Caveats and recommendations for future research are discussed.
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    Depression and learning disabilities : a comparison of the emotional status of normal achieving and learning disabled fifth formers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University
    (Massey University, 1992) Wilkinson, Lois
    This study was part of a follow-up project on a cohort of school students. Achievement data had been collected since 1982 and measures on affective variables had been made in 1982 and 1983. Part of the sample had been identified in 1982 as having learning disabilities in one or more academic areas. The students who were defined as learning disabled (LD) were displaying persisting negative responses on an academic self-concept scale in 1982 and 83. The present study was designed to compare the emotional status of these students in 1986, when they were now in their third year of secondary schooling and were faced with the first national examination,. with a group of students who were defined as normally achieving (NA). General self-concept, academic self-concept and depression were assessed. Students were also questioned about the amount and type of remediation they had received. Although it was hypothesised that more LD students than NA would be depressed because of their history of school failure, this was not the case. Fourteen out of 104 students were identified has having been depressed with the number of LD and NA students being nearly equal. The reasons given for their depression related more to family and social problems than to school performance. Depressed students had lower self-concept scores as predicted, but academic self-concept was not significantly associated with depression. The relationship between depression and School Certificate marks was non-significant. With this sample the type of remediation did not seem to have a measured effect on self-concept, or academic self-concept. Very few of the depressed students had received remediation and the interaction was not able to be clarified. The results of the study show that depressed students do exist in our secondary schools and it may be necessary for teachers to learn to recognise the symptoms so that intervention is arranged. The generalisability of the information gained here on the precipitating reasons and the effects of depression is decreased by the small number of depressed students. While there is no reason to presume that these students differ from other students of a similar age, further research is necessary to confirm these findings.
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    Strategy instruction, metacognitive training and attribution retraining : a combined approach for remediating secondary students' reading comprehension difficulties : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1992) Horrex, Jan Erica
    Students who adequately decode but have difficulty comprehending what they read, often possess a limited range of comprehension strategies. Furthermore, they often lack the metacognitive knowledge to use these strategies effectively. These two factors limit the likelihood of students experiencing success on a range of academic activities. As a consequence these students often develop dysfunctional attributional beliefs which also negatively impact on future learning. In the present study, 39 students with comprehension difficulties participated in an intervention programme comparing the effects of strategy-plus-attribution training, strategy-only training, and no training conditions on reading comprehension. The results revealed no significant improvement in students' reading comprehension. However, there was a significant improvement in students' use of comprehension strategies. A number of reasons have been suggested, which could explain why the increased use of strategies did not translate into improvements in reading comprehension. In light of these suggestions, several recommendations have been made regarding the future development and implementation of reading comprehension intervention programmes.
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    Strategy instruction and attribution retraining for gifted learning disabled students : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education
    (Massey University, 1999) Sturgess, Anne
    The effectiveness of Triple Alliance theory with its emphasis on cognitive skills, metacognitive skills, and motivation was investigated in relation to its application with a group of academically talented secondary students with specific writing disabilities. An intervention programme was implemented and its effectiveness assessed in terms of changes in learned helplessness attributions and expository writing skills. Attribution retraining and strategy instruction were selected as avenues of instruction suited to Triple Alliance theory. The academic attribution and expository writing skills profiles of 15 gifted learning disabled Year 9 students were assessed. Profiles were then compared to 20 of their gifted non-learning disabled peers in order to obtain information regarding similarities and differences between the two groups. Inter- and intra-group differences were also assessed for both groups following implementation of the intervention programme. The intervention programme consisted of seven instructional lessons with pre- and post-intervention assessment. No significant inter-group differences were found for academic attributions although intra-group pre- and post-intervention differences did occur. Findings from this study support those from an earlier study (Watson, 1993) that suggested that some key principles of attribution theory may not be appropriate for New Zealand students. Significant inter-group differences existed for writing skills and writing attitudes at the time of pre-intervention assessment. At the time of the post-intervention assessment, the writing skills of the research group either equaled or exceeded those of the control group, except in terms of the number of words written. It would appear that an intervention programme grounded in Triple Alliance theory, with a specific focus on attribution retraining and specific strategy instruction, can significantly improve the writing skills of gifted learning disabled students. It is not possible, from this study, to ascertain the effectiveness of either attribution retraining or strategy instruction separately although results demonstrate that both academic self-efficacy and expository writing skills improved following intervention.
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    Causal metacognitive-motivational models of reading comprehension in reading disabled and normal achieving readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology
    (Massey University, 1996) Pereira-Laird, Joyce Anne
    Contemporary models of reading indicate that reading achievement and impairment are the products of the complex interaction of motivational, cognitive and metacognitive processes. Most previous research has relied on correlational studies to examine the links amongst these variables. Given the complex relationships of these variables, research designs which examine these constructs simultaneously and which establish causal relationships are needed. The dearth of interactive research with different populations is surprising considering that reliable and theoretically meaningful models that are generally invariant across subpopulations would contribute much towards theoretical parsimony and progress of educational research. In light of the above considerations, the present study was designed with the primary goal of replicating and extending a previous test of a structural model of reading achievement. The main goal was to explain and predict both reading achievement and impairment from the complex and multicomponential perspective of a model of metacognition. Specifically, this involved an examination of the causal influences of young adolescent students' attributional style, and self-efficacy on metacognitive knowledge and their use of cognitive and metacognitive strategies. In addition, these same variables were examined to see how they related to their reading comprehension performance and how the relationships differed in normal achieving (NA) and reading disabled children (RD). A secondary goal of this study was the investigation of variables that would distinguish between RD and NA readers. There were three phases involved in the present study. Phase 1 concerned sample selection and involved administration of a short-form of the Wechsler Intelligence Scale for Children - Revised. Selection of RD children was based on a six-stage multidefinitional approach. A sample of NA readers with reading achievement consistent with their age was also identified. A total of 203 NA readers and 204 RD readers were selected to participate in this study. The data were collected in Phases 2 and 3. Phase 2 involved administration of two self-report questionnaires which examined children's attributional style, use of strategies, metacognitive knowledge, and self-efficacy for reading. Phase 3 involved individually administered reading interviews. All questionnaires and reading interviews were administered within a two week period. The relationships among general intellectual ability, attributions, self-efficacy, metacognitive knowledge, metacognitive/cognitive strategy use, and reading comprehension in NA and RD children were evaluated using four models. The results were analyzed using structural equation modelling procedures. The proposed models provided a statistically adequate fit for the obtained data, accounting for about 60% of the variance in student performance. Several structural relationships were similar across groups suggesting that the metacognitive-motivational systems of NA and RD children were rather similar. For instance, the relationships between attributional style (as a single latent construct), efficacy, metacognitive knowledge, cognitive strategy use and metacognitive strategy use were similar across groups. Nearly all of the structural correlations and the direct and indirect coefficients were in the theoretically expected direction. In both groups, students' adaptive attributional beliefs significantly predicted self-efficacy and metacognitive knowledge. However, when the separate effects of attributional style were examined for each outcome, the results revealed that adaptive attributional style for failure was the only significant predictor of metacognitive knowledge. Furthermore, the attributional components varied in their impact on self-efficacy and these differential effects also varied across groups. An important contribution of this study was the incorporation of "strategy use" in the model. When combined strategy use (both metacognitive and cognitive) was included in the model, metacognitive knowledge no longer had a direct impact on reading performance (comprehension), instead combined strategy use played a significant role in mediating this relationship. Self-efficacy as well as metacognitive knowledge predicted combined strategy use which in turn predicted reading comprehension. Closer examination of the components of combined strategy use revealed that only "metacognitive strategy use" directly predicted reading comprehension across groups. The mediating role played by cognitive strategy use in the relationship between metacognitive knowledge and comprehension performance differed across groups. Self-efficacy directly and positively predicted metacognitive knowledge and metacognitive/cognitive strategy use. The results suggested that attributional style plays a pivotal role in the metacognitive development of both NA and RD children. A number of causal paths distinguished good from poor readers. They were the paths between ability and success/failure attributions, ability and performance, success/failure attributions and efficacy, cognitive strategy use and performance, and efficacy and performance. On the whole, motivational variables were more important in determining comprehension for RD children whilst metacognitive and cognitive strategy use variables were more important for achieving readers. The failure to develop an enriched metacognitive system in RD children was ascribed partially to the effects of their self-defeating attributions. Attributional beliefs, self-efficacy, metacognitive knowledge, and cognitive strategy use uniquely discriminated between NA and RD children. These findings suggest that metacognitive and motivational variables combine effectively to distinguish between RD and NA readers. The results also provide support for the utility of adopting a multidefinitional approach in defining RD children. The findings from this study advance the argument that reading achievement and impairment should be studied using a multicomponential framework. The implications of this study's research findings for classroom practice and research methodology are reviewed. Limitations of the present study were also discussed.
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    Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music
    (Massey University, 2013) Clerkin, Conor
    This exploratory study sought to uncover the methods and techniques a student music therapist employed to support the participation of young people with complex needs in a school setting. Individual music therapy sessions were carried out over nine months, and clinical documentation was generated throughout this period. Data sources included clinical notes, a reflective journal, and audiovisual recordings from music therapy sessions. Once a research question had been established, the existing data was reviewed retrospectively through a process of secondary analysis, and both inductive and deductive methods of analysis were employed to enable meaningful interpretations of the data to occur. A process of coding and thematically linking elements of music therapy practice allowed for a model of understanding to emerge, and findings suggest that the behaviours and strategies utilised by the student music therapist to support the young people’s participation in music therapy fell into three thematic groupings: creating a collaborative environment; following and leading; and dynamic flow. Themes are defined and the codes within elaborated upon, with case examples from the data included as appropriate to illustrate their meaning. Findings are discussed, and links are made to the literature in relevant fields. While results cannot be generalised to other settings, it is hoped that the detail and in depth analysis of practice provide a thorough and meaningful insight into the types of interaction that can occur in music therapy with young people with complex needs, and the value of specific supports to participation identified in this research.
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    The effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 1998) Greaney, Keith Thomas
    Phonological processing abilities among a group of older disabled readers were investigated in the first of two experimental studies. A second study was undertaken to determine the extent to which a group of disabled older readers could be trained to use rime spelling unit knowledge to make orthographic analogies when decoding unfamiliar words. The purpose of the first study was to assess (using a reading age match design) specific phonological processing abilities among a group of disabled readers. The disabled readers' performances on the tasks were compared to the performances of a group of younger normally developing readers who were reading at the same level as the disabled readers. The rime analogy training study was designed to encourage disabled readers to capitalize on their limited but sufficient phonological knowledge to assist them to make greater use of rime spelling units as a basis for making orthographic analogies when decoding unfamiliar words. In the rime analogy training study 57 disabled readers were assigned to either one of two training groups or to a third standard non-intervention (control) group. All of the disabled readers were enrolled on Resource Teacher of Reading (RTR) programmes. Thirty-six of these RTR children received one of two specifically designed 5-minute decoding interventions on a daily basis for 11 weeks. The remaining 21 disabled readers received only their standard RTR lessons. The Neale Analysis of Reading Ability Accuracy Subtest (1981), the Peabody Picture Vocabulary Test (1981), the Burn Word Test (1981) and five tests of phonological processing ability were administered to all 114 children (i.e., 57 disabled readers and 57 younger normal readers) at the beginning of the reading age match study. The 57 disabled readers were also posttested on all the measures (except the PPVT) at the conclusion of the training study. Follow-up tests one year after the completion of the training study were also administered to 52 of the disabled readers and to a randomly selected group of 20 of the younger normally developing readers. The results from the reading age match study confirmed findings from earlier studies indicating that disabled older readers' poor reading abilities are more likely to be caused by phonological processing deficits rather than by a general developmental delay in their word processing abilities. The results from the rime analogy training study indicated that disabled readers can be trained to focus on specific rime spelling units and to use this knowledge to assist them to decode a large proportion of unfamiliar words encountered during context reading. Results from the one year follow-up study further indicated that the positive gains made during the training intervention study were maintained. The strategies taught in the training programme were also shown to generalize to uninstructed reading materials.