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    The development of self monitoring of behaviour by delinquent girls in residential care : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1981) Watson, John Charles
    The use of the methods of applied behaviour analysis to provide the basis of treatment programmes for delinquent youth has expanded over the past decade. These techniques appear to be adaptable to a wide variety of residential and community based settings. The token economy probably enjoys the widest use of all the programme alternatives. It has been found however, that when token programmes have been withdrawn, the maintenance of the behaviour change typically deteriorates. In an attempt to overcome this, self evaluation procedures can be an effective aid in maintaining behaviour after reinforcement contingencies have been withdrawn. This thesis reports on the introduction of behavioural self evaluation into a token programme with delinquent girls in a residential setting. In order to develop an accurate behavioural self evaluation and reporting procedure which established and maintained appropriate levels of behaviour, a matching procedure initially with contingent points for both accuracy of matching and behavioural performance was used. Girls rapidly learned to accurately assess their behaviour and maintain both assessments and behaviour at criterion levels. The matching procedure was withdrawn after criteria levels of 80 percent accuracy were maintained. Random checks that followed revealed accuracy and behavioural performance were maintained during periods of contingent reinforcement, and for a short period after reinforcement was withdrawn.
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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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    Video self-modelling as a classroom based intervention to reduce off-task behaviour in mainstream students : a thesis presented in partial requirement for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2012) Livermore, David
    Video Self-Modelling (VSM) is an intervention which involves individuals observing images of themselves engaged in adaptive behaviour to increase the probability of adaptive behaviour occurring again. VSM has been used to improve academic success and/or promote positive change in a range of internalising and externalising behaviours such as mutism, social initiations, stuttering, aggressiveness, attending to task, and distractibility. Many of the current studies on the effects of VSM as a behaviour intervention have focused on students who have been referred for problem behaviour and/or been diagnosed with a disorder such as Attention Deficit Hyperactivity Disorder (ADHD), Selective Mutism, Autistic Spectrum Disorder (ASD), or Oppositional Defiant Disorder (ODD). There are few studies on the effects of VSM as a behaviour intervention for students in mainstream school who have not been referred for problem behaviour. The purpose of this research was to examine the effects of VSM on four, Year 7 students in a mainstream, intermediate school who engaged in three off-task behaviours (out of seat without permission, talking without permission, and making inappropriate noises/calling out). Prior to school each day each participant viewed themselves working on-task during literacy in an edited video clip for three weeks. The occurrence of off-task behaviour and the number of words written by participants in each 20 minute writing task was recorded during baseline, intervention, and post-intervention phases. Results indicated that students reduced in off-task behaviour and increased the number of words produced. Practical implications are discussed.
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    The process of motivational interviewing with offenders : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand
    (Massey University, 2012) Austin, Kevin Paul
    Motivational interviewing (MI) is a form of client-centred psychotherapy that resolves ambivalence and elicits motivation to change problem behaviours (Miller & Rollnick, 2009). An emerging theory suggests that MI works through the combination of a relational component and the goal directed application of MI methods to evoke and reinforce change talk (Miller & Rose, 2009). A process study was conducted on an adaptation of MI for offenders, the Short Motivational Programme (SMP). The SMP combines MI and cognitive behavioural content across five sessions to enhance motivation for change among medium risk offenders (Devereux, 2009). A single-case design and descriptive statistics were employed and supplemented with inferential statistics. The MI Skills Code 2.1 (Miller, Moyers, Ernst, & Amrhein, 2008) was used to rate the language of 12 facilitators and 26 offenders during 98 video-recorded SMP sessions. There was some evidence that facilitators were less able to use specific MI methods during sessions that included cognitive behavioural content. Offenders’ ambivalence about changing offending behaviour was most pronounced during sessions that included cognitive behavioural content. Offenders’ change and committing change talk was highest during sessions without cognitive behavioural content. Offenders who completed the SMP with more commitment to change demonstrated less ambivalence during earlier sessions. The relational component of MI appeared to be related to whether offenders completed the SMP. There was some evidence to support a relationship between the use of MI consistent methods and offender change talk. The use of MI inconsistent methods and a lack of MI consistent methods were related to ambivalence about changing criminal behaviour and premature exit from the SMP. These results suggested that facilitators should judiciously avoid the use of MI inconsistent methods and strategically employ MI consistent methods to reduce offenders’ ambivalence about change. The integration of cognitive behavioural content and MI needs to be carefully considered in reference to the aim of each session, the subsequent session, and the programme’s overall goal.
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    Video self-modelling as an intervention for oral reading fluency in year 3 students : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2011) Montgomerie, Rochelle
    Video Self-Modelling (VSM) is an intervention that allows individuals to observe exemplary instances of their own behaviour on video in order to increase the probability of that behaviour occurring again. VSM has been used to teach and strengthen various behaviours such as increasing verbal communications, reducing aggressive behaviours, improving written language skils, teaching cooking skills, and reducing fidgeting and distractibility. However[,] little research has been conducted on VSM as an intervention to increase oral reading fluency. Therefore the intent of this study was to examine Video Self-Modelling as an intervention to improve reading fluency for Primary school students. The participants were four Year 3 students who were behind their peers in reading but not currently receiving special assistance in reading. Participants were video-taped reading a passage of text and any mistakes, pauses, and hesitations were edited out using iMovie. Each participant viewed themselves reading fluently on a DVD before school for 2 weeks. Oral reading fluency was regularly assessed before, during, and after the intervention. Results indicated that three out of four participants made immediate gains in reading fluency after viewing the DVD’s but the positive effects appeared to diminish over time. Practical implications 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