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    For the child's sake, we need to do something : an examination of teachers' beliefs and experiences regarding referrral of young children to early intervention services : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Special Education) at Massey University
    (Massey University, 2003) Aspden, Karyn Michelle
    This is a study of the challenges that teachers face, in deciding whether a child should be referred for external early intervention support. Teachers reveal their thought, beliefs and experiences around referral and early intervention, and reflect on their own teaching practice, with a view to informing the field and developing appropriate professional development strategies. The central purpose of this study is to examine whether all children who need early intervention are being identified and referred to appropriate support systems. The research was conducted in three phases. In the first phase, 50 teachers completed a questionnaire that captured baseline data around referral beliefs, practices, and experiences. From the belief that research should have reciprocal benefits for the researcher and participants, the second phase of the research then brought together early childhood teachers and early intervention practitioners for a workshop (question and answer time) on questions relating to identification and referral within teachers' specific setting or situation. The final stage documented the discussions and reflections of one early childhood centre as they engaged in the process of developing a policy that would guide them in referral decision making. The result of this dialogue is a series of reflective questions that all early childhood centres may use as a framework for policy creation and professional development. Many issues arise within the study, particularly around partnership with parents, cultural considerations, appropriate assessment tools, the need for policy and ongoing professional support and development, which are examined in light of contemporary research, particularly within the New Zealand setting. The findings clearly indicate that while some strong foundations are in place, there is still a way to go before the early childhood field can unequivocally state without reservation that all children who need support services are receiving them.
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    Using a community of practice lens to examine interaction in inclusive early intervention programmes in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Educational Psychology, Massey University, Albany campus, Auckland, New Zealand
    (Massey University, 2011) Dunn, Lesley
    In New Zealand, the parent(s), teachers, early intervention specialists and education support worker, who support a child with a disability in a regular early childhood centre, decide together on the child’s individual plan (IP). They are referred to throughout this thesis as an ‘IP group’. This study examined the way members of three IP groups interacted during their planning process. The quality of collaboration among professionals from diverse disciplines and parents involved in inclusive early intervention has raised concerns here and overseas. Using communities of practice to support closer understandings has been advocated, although this approach does not appear to have been applied in an inclusive early intervention context. In this study, the model of community of practice was used as a tool with which to analyse the way in which the IP groups worked together. The IP groups, while not themselves communities of practice, were conceptualised as social systems, which allowed for a holistic view to be taken of how the groups planned their interventions. Data taken from planning meetings and interviews was analysed per group using dimensions from a community of practice model. Common themes relating to the ways participants in each group interacted with one another were identified and discussed. These issues comprised the effects of an uneven knowledge base on power within the groups, the influence of beliefs about inclusion and the teaching process on what the groups chose to do, the groups’ communication repertoires, evidence of situated learning for individuals through participation in the groups, and limitations to the way the groups evaluated their work. The use of the model of community of practice as a tool for analysis not only drew attention to these interactions within the IP groups, but demonstrated the interdependence of the elements that supported or hindered those interactions. The use of the model in this way is a contribution of this study, as are the insights into the complex and interdependent issues affecting the successful delivery of programmes by early intervention groups in New Zealand.
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    Promoting communication and socialisation in music therapy for children with cerebral palsy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy
    (Massey University, 2011) Kho, Hong Ching; Kho, Hong Ching
    This research was conducted as an exploratory case study as identified by Yin (2009) using primarily qualitative data gathered from a clinical practice setting with young children. The primary aim was to find out how music therapy could promote communication and socialisation for children with cerebral palsy at an Early Intervention Conductive Education Centre. This case study research involved two indepth cases of children diagnosed with Cerebral Palsy at different levels of severity at aged four to five years old. It documents individual music therapy sessions over a three month period. Assessments of the two children’s communication and socialisation skills were made using the Assessment, Evaluation, and Programming System for Infants and Children (AEPS) to provide a comparison before and after the intervention. Staff perceptions about the nature of the children’s communication and socialisation in music therapy were sought using a short and informal interview with two staff members at the Centre. These three data sources were triangulated in the analysis and the findings are discussed individually. Each child showed diverse observable improvement in communication and socialisation based on perspectives of staff members interviewed, on clinical notes and on the AEPS evaluations. It is hoped that this mixed methods study could lead towards a more specific quantitative inquiry in the future about the effectiveness of music therapy for children with cerebral palsy.
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    Reflections and analysis to improve clinical practice : a student music therapist's journey with a preschool child with special needs : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2008) Wilkinson, Catherine Joy
    This qualitative study critically examines the researcher’s music therapy clinical practice with a preschool child with global developmental delay. The researcher/student music therapist critically examined and refined her clinical practice using an action research model. Each cycle consisted of a plan, action, data collection, reflection, and analysis. The researcher was the main participant. The child, his mother and a speech-language therapist were co-participants with different roles. The child and his mother participated in the sessions. The speech-language therapist observed three sessions through a window. Feedback from the child’s mother and the speech-language therapist contributed to the reflective data. Important issues that developed through the cycles related to early intervention techniques (having fun, being playful and spontaneous, and being in close proximity). Other important issues that developed were, the use of the voice and guitar; confidence; professionalism with parents and other health professionals; self-awareness; and the understanding of early childhood development (especially in the area of communication). Related literature on aspects of music therapy practice, music therapy in early intervention, music therapy and communication, and action research are described. These results cannot be generalised. However, they may firstly, illustrate relevant trends in early intervention, and secondly, enable the researcher to adapt skills learnt to use in future practice in early intervention
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    The Cannabis Use Problems Identification Test (CUPIT) : development and psychometrics : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Bashford, Janet Lorraine
    Lack of a brief empirically-verified screener for problematic and potentially problematic cannabis use has hampered implementation of a proactive opportunistic cannabis screening and early intervention (SEI) initiative in New Zealand. Addressing this instrumentation need was the primary aim of this thesis. This thesis also investigated the nature, prevalence, severity, and natural history of cannabis-related problems among a heterogeneous sample of 212 ‘at risk’ adolescent and adult users recruited from the community. In a 3-phase developmental design the CUPIT question candidates were first generated employing an Expert Panels methodology. The CUPIT structure, crosssectional, and longitudinal psychometric properties were then systematically tested, incorporating measures of cannabis-related pathology and DSM-IV/ICD-10 diagnoses of cannabis use disorders as criterion standard. High levels of cannabis consumption and related health and psychosocial problems reported portrayed a highly-disordered sample, most marked among adolescents. DSMIV/ICD-10 diagnoses were almost universal with no significant adolescent/adult differences in dependence symptoms count or severity. The two CUPIT subscales (Impaired Control, Problems) derived from principal components analyses exhibited good test-retest and internal consistency reliability and highly significant ability to discriminate diagnostic subgroups along the severity continuum (nonproblematic, risky, problematic use). At the 12-month follow-up, 194 adolescents and adults reported significantly increased cannabis consumption (adolescents), symptoms, and dependence severity. Baseline CUPIT subscale scores demonstrated highly significant longitudinal predictive utility for respondents’ diagnostic group membership, health and psychosocial problems, and significantly improved prediction of other measured outcomes in conjunction with age and gender. ROC analyses identified a CUPIT score of 12 to be the optimal cut-point for maximum sensitivity for both currently diagnosable cannabis use disorder and those ‘at risk’ in this sample. The empirical findings of this thesis research provide a compelling rationale for systematic implementation of opportunistic SEI among consumers of publicly-funded health and social services in New Zealand. Data confirmed that the vast majority of those needing help are unaware, or do not perceive, they need help. This thesis argues that, facilitated by the CUPIT, reliable proactive detection and appropriate intervention for early-stage cannabis use problems has potential for enormous cumulative impact on public health gains and the individual’s quality of life.