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    Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Educational Administration and Leadership Subject at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Andrews, Stephanie Tania
    This thesis explores the barriers and enablers to implementing Positive Behaviour for Learning (PB4L) Tier 2 with fidelity in New Zealand secondary schools. PB4L was introduced to New Zealand schools in 2010. It provides a framework that schools use to guide the implementation of evidence-based practice with the goal of reducing problem behaviour and providing a positive school culture. With a focus on evidence-based practice, fidelity of implementation is a core principle of PB4L. PB4L consists of three tiers that provide a continuum of behaviour supports for students. Tier 2 of the continuum targets approximately 15% of students within a school and offers small group response before students develop habitual patterns of behaviour. This mixed method, sequential explanatory design was conducted in two phases. In Phase I a quantitative survey was administered to principals and Tier 2 team leaders in New Zealand secondary schools. This was used to identify the extent to which schools were implementing Tier 2 interventions within their school, and to the identify barriers and enablers schools were experiencing in implementing PB4L Tier 2. In Phase II qualitative data was collected through semi-structured interviews with PB4L Tier 2 team leaders who had a wide range of experiences in the implementation of PB4L Tier 2, adding depth of explanation to the quantitative data. A number of barriers and enablers were identified, often the barrier or enabler was a different side of the same coin. Key enablers that emerged from this mixed methods research included the facilitation of shared learning between secondary schools, schools establishing strong external relationships with outside agencies, and proactive school leadership. Significant barriers included the time investment required to achieve ‘fidelity’ in interventions, efficient access to data, the complexity of the secondary environment and the limited range of easily resourced evidence-based interventions for use in a secondary school context.
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    Transition to school for children with challenging behaviours : family/whānau and teachers' perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2019) MacMillan, Gina Marie
    Challenging behaviours are complex and are exhibited in a range of ways as a result of many different personal and environmental factors. When a child who is already predisposed to exhibiting these behaviours transitions from early childhood to primary school, the new and unknown circumstances can add to those challenging behaviours and create a negative experience for the children, families and teachers involved. Upon reviewing existing literature on transitions to school, there is an apparent gap in the literature on how to create a positive transition experience for children with challenging behaviours, particularly in the New Zealand context. This study started to address this gap by gaining the perspectives of parents and teachers on the transition to school for children with challenging behaviours. Semi-structured interviews involving 11 adults (parents, teachers/management) who were involved in transitioning three children to school in the last 12-18 months were used to draw out their voices. A qualitative approach within the framework of appreciative inquiry placed positive experiences as the focus. This meant barriers were addressed as a starting point for positive change. A thematic analysis was used to identify positive factors and barriers to successful transitions. The findings of this research highlighted that the building of positive, collaborative and trusting relationships, and open communication within transition teams was at the centre of positive transition practices, whether it be for children with challenging behaviours or for all children. The study also highlighted the importance of ecological adaptations needed in both the early childhood centres and schools for transitions to be effective. Children and parents needed to be well prepared for what to expect when starting school. This drew attention to the importance of bridging existing pedagogical gaps and gaps in policy between early childhood education and primary school. As is common in the New Zealand context, where Māori values such as aroha, whanaungatanga and manaakitanga are well integrated into practice, the teachers in the study were committed to providing children and their families with the best level of support possible during their children’s transition. However, issues of funding, time and professional expertise were identified as barriers. It is hoped that changes proposed under the government’s Learning Support Action Plan (Ministry of Education, 2019) will be a step in the right direction to address these barriers.
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    Early childhood teachers' beliefs and experiences of identification and referral for early intervention services in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2017) Baxter, Stacey
    This research addresses a gap in the literature related to the role of early childhood teachers in the identification and referral of children for specialist early intervention, particularly in the Aotearoa New Zealand context. Extending on the prior work of Aspden (2003), this replicative study explored early childhood teachers’ experiences, attitudes and beliefs regarding the identification of children’s additional needs and subsequent referral for specialist early intervention. Two research questions framed this study: (1) what are early childhood teachers’ experiences related to identification and referral? and; (2) what factors, attitudes and beliefs influence early childhood teachers’ identification and referral practices? Seventy-eight early childhood teachers participated in an online survey. Key findings suggested that teachers’ identification and referral confidence was strongly influenced by a complex set of personal and external factors that included concerns around parental reaction and the adequacy of service provisions. Teachers reported low overall levels of confidence in specialist service provisions, creating a potential access barrier for children with additional needs. The findings support the ongoing need for teacher consultation in terms of current and future changes to the systems around specialist early intervention as well as enhanced professional support and development that targets teachers need for knowledge of and connection with specialist agencies.
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    How do New Zealand teachers like to be supported by psychologists? : a thesis presented to the Institute of Education at Massey University, Albany, New Zealand in partial fulfillment of the requirements for the degree of Master in Educational Psychology
    (Massey University, 2017) Canning, Melissa
    Educational psychology as a profession has undergone many changes over the past few years, warranting an exploration of the current understandings of key stakeholders’ perceptions and requirements of the profession. While there have been numerous studies investigating the perceptions of teachers who are one of the main stakeholders, regarding the roles of educational psychologists, there are no empirical studies internationally, as well as locally, that have investigated how teachers want to be supported by psychologists who work in schools. This study explored how teachers in New Zealand would like to be supported by psychologists working in their schools, which can include educational, developmental and clinical psychologists, as well as their perceptions of the roles of educational psychologists in particular. The study used a mixed method qualitative research design, combining surveys with an instrumental case study approach. The first phase of the study, involved 50 teachers completing a web-based survey, while the second phase consisted of semi-structured interviews with three teachers. Key findings indicate that teachers had limited knowledge surrounding services that psychologists provided in schools. Overall they believed that psychologists working in schools took an ecological approach to their work, but their role had very rarely been explained to them. Some teachers sought the support of psychologists because they did not feel their training had sufficiently prepared them to meet the extent of needs in their classrooms. The support they wanted from psychologists was professional conversations on a range of issues concerning students, as well as professional development. Even though they identified an increased need for psychological assistance, they were not consistent in seeking this support. The findings have some key implications for the future practice of psychologists in New Zealand Schools. Among others, it highlighted the importance of increasing teachers understanding of the role of psychologists in their school, in particular, educational psychologists. The small sample size and other limitations of the study warrant that further research across primary, intermediate and secondary schools to better understand the nature of support that teachers actually want from psychologists, and if there are differences between the three sectors in the nature of support required. Findings from the study can be useful to inform and tailor the services offered by psychologists, in particular educational psychologists, to the needs of teachers.
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    The comparison of the efficacy of four behavioural procedures' ability to reduce disruptive behaviour : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1995) Coombe, Stephanie
    This research focused on the comparison of four behavioural procedures and their effectiveness at reducing disruptive classroom behaviour. Subjects who participated in this research were males and females, aged seven to nine in two typical primary school classrooms, in Palmerston North. Their ethinicities included Caucasian, Maori, Indian, Pacific Island and Sri Lankan. The procedure the school currently used to reward and discipline the children was compared with response cost plus positive reinforcement, the chance to earn back lost time after a specified period of appropriate behaviour and the chance to earn back lost time after displaying appropriate behaviour for a longer period of time than was previously required. Results found that the children's disruptive behaviour decreased the most with the use of response cost plus positive reinforcement. However, due to reasons of acceptability to the teachers and students, this procedure was not continued. Instead, the more acceptable and less stringent earn back time procedures were used and compared. From this, it was found that the earn back time procedure which required the children to behave appropriately for longer was the most efficacious in reducing disruption. Overall, this research supported the efficacy of response cost plus positive reinforcement for reducing disruptive behaviour in the classroom, while earning back time (and having to display appropriate behaviour longer) was shown to be second most effective.
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    A grounded theory of parents experiences of Incredible Years Parent Management Training within Whirinaki, a child and adolescent mental health service : a thesis submitted in partial fulfilment of the requirements for a degree of Master of Science in Psychology at Massey University
    (Massey University, 2010) Wolland, Kaye Elizabeth
    This thesis presents an exploration of parent's experiences of Incredible Years Parent Management Training within Whirinaki, Child and Adolescent Mental Health Service, Counties Manukau District Health Board. Nine participants were interviewed and selected based on their attendance at over 50% of the sessions of Incredible Years Parent Management Training groups offered over the course of one year. They had children with symptomology of Attention Deficit Hyperactivity Disorder and/or Oppositional Defiant Disorder. The sample included both mothers and fathers representing various family compositions. Using grounded theory methodology, a theory was developed which has created an understanding of the processes involved as parents seek to attribute meaning to their child's behaviour. It is anticipated that the findings which emerged from this study will enhance treatment outcomes for parents and create innovation in exploring how systemic strategies could be applied within a Child and Adolescent Mental Health Service framework, to incorporate more efficient service delivery and most importantly further meet the needs of parents and families.
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    Appraisal of Collaborative Problem Solving (CPS) within a context of current Waikato principles and practices : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2013) Dickinson, Carol Ann
    This research evaluated the Collaborative Problem Solving (CPS) model, an established evidence-based practice from the United States (Greene, 1998), within a Waikato context in New Zealand. Special education practitioners employed at the Ministry of Education (MOE) drew from MOE principles and practices, as well as their professional expertise as they reviewed and critiqued the CPS model. The study identified aspects of the CPS programme that could contribute to current Ministry practices and aspects which are incongruent with New Zealand MOE practice guidelines and/or the cultural context of Waikato. Outcomes of the project included a summary of existing evidence supporting the CPS model, a critique of its cultural relevance to the New Zealand context as well as, recommendations for how CPS practices might inform or strengthen the Ministry of Education’s (MOE) current model of collaborative problem solving practice.
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    Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand
    (Massey University, 2012) Jones, Sarah
    Literature reviewed in this study suggested there is a gap between recommendations made in research for supporting children with physically aggressive behaviour and the actual experiences of early childhood teachers working with these children. The aim of this study was to identify how early childhood teachers can be provided with greater knowledge and resources to effectively support young children with physically aggressive behaviour. A mixed methods design was chosen for this study. Data collection included interviews with five head teachers from early childhood centres across Taranaki and survey responses from a random sample of four centres across the region. Interview and survey data was subjected to thematic and content analysis and revealed a number of early childhood teachers would like access to greater knowledge and resources to support children with physically aggressive behaviour and their families. Early childhood teachers expressed an interest in access to guidelines to inform their practice and greater awareness of what support is currently available. Teachers also made explicit the need for relevant professional development which provides specific strategies for managing physically aggressive behaviour. The findings of this study suggest early childhood teachers need increased education and knowledge to effectively meet best practice for these children and their families.
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    Teachers' use of classroom-based management strategies : a survey of New Zealand teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2012) Nasey, Charlotte
    Behavioural problems are a constant threat to student learning and the learner environment, namely, the classroom. Researchers have identified empirically validated classroom-based strategies to support teachers to manage/deal with problem behaviours, but there has been very little research on whether these strategies are used in New Zealand (NZ) classrooms. The purpose of this present study is to fill the gap by conducting a survey of teachers’ self-reported use of management strategies, to increase students’ learning engagement and academic outcomes, and reduce behaviour interruptions. The present study is a partial replication and extension of a cross-cultural comparative study conducted in the United States (US) and Greece by Akin-Little, Little, and Laniti (2007) to determine the extent to which teachers’ utilized research-based management strategies in their classroom. The process and methodology of the present study was similar in that it used the same questionnaire but a different sample of teachers. The replication was an opportunity to compare the US-Greek findings with the situation here in NZ. The survey questionnaire was slightly modified to cater for the New Zealand demographic, such as the racial/ethnic background of the participants and the racial/ethnic composition of the classes. Another change was made regarding the use of “corporal punishment” in the school, which was replaced with the use of “restraint,” as non-violent crisis physical restraint is used as a last resort in some NZ schools/classrooms as a safety strategy to manage acting out students’ extreme behaviour. The use of corporal punishment was banned in all NZ schools (including Early Childhood Centres) in 1990. Participants for this study comprised 53 practising teachers from a range of co-educational primary schools within the metropolitan area of Auckland. The survey questionnaire contained four sections which gathered information on teacher characteristics, classroom rules, classroom child-management systems, and teachers’ perceptions of their role as a teacher, relative to their use of classroom-based management strategies. The results showed that most schools used a school-wide discipline plan, and a large number of teachers developed their own classroom rules with student input. Teachers’ overall reported the use of research-based management strategies (including those identified in the survey), as well as approaches appropriate to the ecology, culture/climate, and ethos of their particular school. In addition, the results showed that there was a greater emphasis on strengthening positive teacher-student relationships and proactive, preventative systems of managing behaviour, with less frequent resort to reactive-consequence based approaches. The results further indicated that over half the teachers perceived they communicated and monitored their students frequently during lessons and could attend to more than one event without undue disruption. In regard to teacher efficacy, the majority of teachers perceived that their classroom management strategies were adequate. These results have important implications for teaching practices and student learning. A comparison with teacher classroom management practices in the United State and Greece, limitations of the study, and possible further studies in this area are discussed.
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    Meeting the emotional needs of children with challenging behaviour and developmental disabilities : a thesis presented in partial fulfilment of the requirements for the degree of Clinical Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Howard, Laura Debra Leigh
    Research on the utility of combining behavioural interventions with emotion-based components of intervention for children with developmental disability and challenging behaviour is limited. The current study aimed to gather empirical evidence identifying the importance of considering emotional and motivational needs in addressing behavioural difficulties in children with developmental disabilities. The four component model (Meyer & Evans, 1989) for intervening with challenging behaviour was utilised as the theoretical framework for this study, with each component being addressed in four single case designs. The four children and their families involved in this study were; Simon (aged 12), William (aged 5), Lily (aged 5) and Hohepa (aged 15). Results across baseline, intervention, and three- and six-month follow-up assessments indicated the difficulty in determining which component was most significant in creating change in challenging behaviours. However, the results consistently indicated benefits for each child through involvement in this study. Interviews with parents at three- and six-month follow-up also provided information on the benefits of this study, including improvements in their child’s behaviour and benefits for themselves as parents. This research provides support for the four component model and implies the utility of adding an emotion-based component to behavioural interventions when working with such children. Future research would benefit from increased sample size and time periods to continue to document the utility, or otherwise, of this mode of intervention