Rose Dixon

Twice exceptional: Gifted students with asperger syndrome

Nola Norris et al. — Sun, 09 Dec 2012 19:10:39 PST

Cooperative learning in the inclusive physical education setting: a case study

Wendy Dowler et al. — Sun, 09 Dec 2012 19:10:38 PST

The purpose of this qualitative case study was to examine the development and implementation of a six-week cooperative learning intervention in a secondary school inclusive physical education class that included a student with a mild intellectual disability. The social interaction behaviours of this student with her peers were the dependent variables for analysis. Participants were a 14year old female student with a mild intellectual disability, 26 of her peers without a disability and the Head Physical and Health Education teacher. Data were gathered through interviews, focus groups, observation and a teacher journal. The following themes emerged from the study and were analysed utilising Contact Theory (Allport, 1979): a) group selection, b) preparing for cooperative learning, c) activity design and implementation of cooperative learning d) support of the student with a mild intellectual disability, and e) cooperative learning resources. Recommendations for future research and practice are explored.

Risky journeys: the development of best practice adult educational programs to Indigenous people in rural and remote communities

Roselyn May Dixon et al. — Sun, 09 Dec 2012 19:10:37 PST

The findings from a culturally relevant innovative educational program to support community health through dog health are presented. It will report on the pilot of a program, using a generative curriculum model where Indigenous knowledge is brought into the process of teaching and learning by community members and is integrated with an empirical knowledge base. The characteristics of the pilot program will be discussed. These included locally relevant content, appropriate learning processes such as the development of personal caring relationships, and supporting different world views. Recommendations include the projected use of local Indigenous health workers to enhance the sustainability of the program.

Healing the hand that feeds you: exploring solutions for dog and community health and welfare in Australian Indigenous cultures

Sophie Constable et al. — Sun, 09 Dec 2012 19:10:36 PST

The overpopulation and poor state of dog health in many rural and remote Australian Indigenous communities (RRAIC) affects not only animal welfare but human social welfare. Dogs are an integral part of Australian Indigenous cultures and impact on human health and welfare through zoonotic diseases, and mental health concerns such as worry and shame about pet health, and sleep deprivation from incessant dog fights. This study investigates the factors that contribute to poor animal and community health and welfare in RRAIC, focusing on four main factors: community awareness of dog health and welfare issues, knowledge of the solutions, motivation to access the solutions, and the accessibility of the solutions. Semi structured interviews with local indigenous and non-indigenous residents in four RRAIC were conducted to explore these factors. This qualitative data was then linked to quantitative dog health and welfare data to compare community and scientific perspectives. The following results were observed: - Knowledge of animal health and welfare issues was high, but restricted to the issues that are empirically evident. There was some to little knowledge of less apparent zoonotic risks. - Knowledge of the solutions was variable depending on the veterinary history of the community. - Motivation to improve dog health and welfare was uniformly high. - Accessibility to the solutions was poor when taking into account the remoteness of the communities, cross-cultural differences, the cost of veterinary services and its low priority in health and governance circles, the frequency and duration of vet visits, and the residents' mobile lifestyle. Improving animal welfare in RRAIC requires a multifaceted approach involving raising more comprehensive public awareness of the major issues and their possible solutions though appropriate community education, as well as improving accessibility of veterinary services at the local level.

Learning preferences and impacts of education programs in dog health programs in five rural and remote indigenous Australian communities

Roselyn M. Dixon et al. — Sun, 09 Dec 2012 19:10:34 PST

As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by most (68.4%) respondents, followed by visual (65.0%) and practical learning (46.9%). Text-based and computer/screen-based learning were important to 16.2% and 14.6% of respondents respectively. With paper-based visual and text resources, respondents reported a preference for locally made (28/36 or 78%) over mainstream resources. Twenty eight residents involved in the creation of locally made resources reported satisfaction, knowledge exchange, and displayed enthusiasm for the process. Colour resources were more successful than black and white resources or word of mouth in terms of program advertising, alerting 67% (10/15) of respondents compared to 6% to 24% for programs using word of mouth. Dog health programs that incorporated education programs based on these identified preferences achieved significantly better results in terms of improvements in mange prevalence and average condition score, partly through increased community understanding and engagement with the program. Thus, culturally appropriate and locally relevant education programs can significantly improve the success of dog health programs

Proceedings of the 19th Annual ECIA State Conference, Behaviour: meeting the challenge

Roselyn M. Dixon — Mon, 12 Dec 2011 20:32:36 PST

The Quality Teaching Model: Does it apply to special education contexts in NSW public schools

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:34 PST

The affective characteristics of underachieving gifted children

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:32 PST

Underachievement has long been recognised as a problem for some gifted children. In such cases, the potential of these children may be a loss to society. Indeed, it has been argued that these individuals not only turn out to be relatively non-productive members of adult society but also they have potential personal problems. In spite of its importance there has been little research into underachieving gifted children since the seminal studies of Whitmore (1980). The aim of this research was to investigate the affective characteristics of achieving and underachieving intellectually gifted children. In particular, the three affective characteristics were academic self-concept, self-expectations for future achievement and academic locus of control for children who were moving from elementary school to a middle school setting. Forty- one participants were chosen who had a full WISC-R test over 125 from a large sample of middle school-aged children. Of these 41 intellectually gifted participants, 7 were classified into an underachieving group as a result of their scores on a Performance Achievement Test. The remaining 34 were classified into an achieving gifted group. A third group, classified as average achievers, was composed of students who had average WISC-R FS IQs and whose achievement test scores ... [more]were also average. Three constructs - academic self-concept, self-expectations of future academic achievement and academic locus of control - were measured on two occasions for the three groups, to assess if there were changes after the students had entered the middle school setting. The results indicated that the most discriminating construct between the groups was self-expectations for future achievement. The discussion focuses on appropriate remediation and on how newer areas of motivation, self-regulation and goal orientations may be more appropriate constructs to discriminate this group of learners.

Healthy Dogs, Healthy Communities: A multidisciplinary approach to effect long term change

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:30 PST

The Digital Technology in the Learning of Students with Autism Spectrum Disorders (ASD) in Applied Classroom Settings

Kathleen Tanner et al. — Mon, 12 Dec 2011 20:32:28 PST

This paper describes a research study that is a stepping stone to further research on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD). The study is framed around the modern understanding of technologies as cognitive tools for learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978), together with Activity Theory (Engestrom, 2001). The study focuses on the day-to-day reality of the use of computer and other digital technologies to assist the classroom learning of children with ASD. A series of observations, semi-structured interviews with teachers and video recordings have been undertaken to capture the ways that technologies have been utilised to support learning of children with ASD in a classroom setting.

Moving out: the impact on the self and other related variables for people with mild intellectual disabilities

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:26 PST

Social competence and affective development (self-concept, self-esteem and locus of control) of people with intellectual disability has been widely valued as a desirable goal and is frequently seen as the crucial variable in the attainment of full integration into the community.

Healing the Hand that Feeds you: Exploring Solutions for Dog and Community Health and Welfare in Australian Indigenous Cultures

Sophie E. Constable et al. — Mon, 12 Dec 2011 20:32:24 PST

The overpopulation and poor state of dog health in many rural and remote Australian Indigenous communities (RRAIC) affects not only animal welfare but human social welfare. Dogs are an integral part of Australian Indigenous cultures and impact on human health and welfare through zoonotic diseases, and mental health concerns such as worry and shame about pet health, and sleep deprivation from incessant dog fights. This study investigates the factors that contribute to poor animal and community health and welfare in RRAIC, focusing on four main factors: community awareness of dog health and welfare issues, knowledge of the solutions, motivation to access the solutions, and the accessibility of the solutions. Semi structured interviews with local indigenous and non-indigenous residents in four RRAIC were conducted to explore these factors. This qualitative data was then linked to quantitative dog health and welfare data to compare community and scientific perspectives. The following results were observed: - Knowledge of animal health and welfare issues was high, but restricted to the issues that are empirically evident. There was some to little knowledge of less apparent zoonotic risks. - Knowledge of the solutions was variable depending on the veterinary history of the community. - Motivation to improve dog health and welfare was uniformly high. - Accessibility to the solutions was poor when taking into account the remoteness of the communities, cross-cultural differences, the cost of veterinary services and its low priority in health and governance circles, the frequency and duration of vet visits, and the residents’ mobile lifestyle. Improving animal welfare in RRAIC requires a multifaceted approach involving raising more comprehensive public awareness of the major issues and their possible solutions though appropriate community education, as well as improving accessibility of veterinary services at the local level.

For the love of dog: The human-dog bond in rural and remote Australian indigenous communities

Sophie Constable et al. — Mon, 12 Dec 2011 20:32:22 PST

The nature of the human-animal bond in contemporary Australian Indigenous communities is little researched, but it is essential to understand this bond in order to develop much needed appropriate animal health and management practices. A semi-structured interview format was used to elicit information on attitudes to dogs in seven Australian Indigenous communities. This explored the importance of dogs to the community and to the individual, and the balance between the positives and negatives of having dogs in the communities, with particular reference to improving dog and community health and welfare. Theme analysis of the semi-structured interview responses (n=137) revealed a variety of attitudes to dogs within the communities. A strong theme was the importance of dogs at a community level. Many of the reasons given for the importance of dogs in the community were based on traditional cultural values or beliefs. These included dogs being necessary to guard people at night from spirits, and as part of the kin system. Further, the cultural practice of "pay-back" for wrong-doing included wrong-doing directed at dogs in all communities, even the most westernized. Occurring simultaneously with these positive attitudes, the poor health and overpopulation of dogs in the community was acknowledged and the negative effects on people's lives recognized. However, the value of the dogs to the community meant that shooting dogs without consent or poisoning them were not seen as appropriate solutions to overpopulation. Many people were prepared to euthanize some of their dogs (via an overdose of barbiturate) or have them undergo sterilization surgery. Thus, contrary to appearances from a Western perspective, the traditional Indigenous human-dog bond was found to be strong, and thus must be taken into account in developing appropriate and sustainable animal health and management practices.

What is Early Childhood Intervention?

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:20 PST

Managing Behaviours of Young Children

Roselyn M. Dixon — Mon, 12 Dec 2011 20:32:19 PST

Young children with disabilities may present challenging behaviours at home and in pre-school settings for any number of reasons.

Social comparison theory and people with mild intellectual disabilities: it is more complex than you think

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:17 PST

Social comparison theory offers an understanding of the effect of deinstitutionalisation on the development of self-concept for people with intellectual disabilities (Finlay & Lyons, 2000). Social comparison theory predicts that people with intellectual disabilities living in the community will make comparisons with non-disabled groups and as such their self-concept will decrease because of negative frame of reference effects (Tracey, 2002). However, there are indications that this conceptualisation may be too simplistic (Crocker & Major, 1989, Finlay & Lyons, 2000). Newer developments in social comparison theory and research emphasise the active nature of social comparisons (i.e. people have a choice in whom they compare themselves and on what dimensions, Dixon, 2005) and that people with disabilities may use selective processes in relations to groups and processes to bolster their self-esteem (Finlay & Lyons, 2000). This paper presents the preliminary results of a larger qualitative study of 5 women who had been institutionalised for long periods of time but were deinsitutionalised. The research explored the overall patterns of social comparisons that people with intellectual disabilities who have moved to the community make and whether people with intellectual disabilities categorise themselves through these social comparisons.

The measurement of multidimensional self-concept in adults with mild intellectual disability

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:15 PST

Although self-concept is now recognised as a multidimensional construct, unidimensional measurement is still common practice for adults with mild intellectual disabilities. For this study, two groups of adults with intellectual disabilities were chosen from two institutions. One group were being prepared to move to community living (Movers) and the other group were staying at their residential service (Stayers). All of the participants had an IQ within the range of 56-75 for those with mild intellectual disability and within the range of 45- 56 for those with mild-moderate intellectual disability. Group 1 consisted of 25 adults who had a mean age of 47.9 years SD 9.7 years. Group 2 was a comparison group of 27 who were living in a different residential facility and had a mean age of 36.1 years SD of 8.1 years. Multidimensional self-concept was measured by Self Description Questionnaire-III (SDQ-III) and the Coopersmith Self-esteem Inventory (SEI) (Adult Version) Short Form was used to assess global self-esteem. The results indicated that the use of the SDQ-111 was valid for adults with mild intellectual disabilities as long as a modified individual testing format was used.

The Self: How Does it Relate to Locus of Control, Quality of Life and Adaptive Behaviour for People with Mild Intellectual Disabilities?

Roselyn M. Dixon et al. — Mon, 12 Dec 2011 20:32:13 PST

Research has found that when people with intellectual disabilities are moved from institutions into smaller community-based services, positive outcomes have been recorded. However, positive outcomes have not been inevitable. It is now recognised that mere placement in the community is not always sufficient. Individual characteristics of clients and the nature of services received in the community may be very significant to maintaining normalisation and social role valorisation. Areas that have consistently been found to have an impact on community-based living are the social competencies and affective functioning of people with intellectual disability. Given the recognised importance, it is surprising that these factors have not been the focus of more research in either the Australian or overseas context. This paper presents results from a study examining the social competence and affective functioning of people with intellectual disabilities. It describes the relations found for this population between multi-dimensional self- concept and locus of control, and quality of life.

Interactive Whiteboards as a Tool for Teaching Students with Autism Spectrum Disorders

Irina Verenikina et al. — Mon, 12 Dec 2011 20:32:10 PST

This paper presents part of a research study on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD) undertaken in the Faculty of Education, University of Wollongong. The study is framed around the understanding of modern digital technologies, and Interactive Whiteboards (IWBs) in particular, as cognitive tools for teaching and learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978; Engestrom, 2001). The view of the IWB as a teaching and learning tool is twofold: firstly, the IWB is analysed as a tool that can be used to enhance teachers’ pedagogical practices (within the teacher’s activity); and secondly, the IWBs are analysed as a tool which allows the teacher to meet specific needs of the students with ASD. This paper presents a pilot study into the use of IWBs in the day-to-day teaching of seven children with ASD (12-13 years of age), since the technology was introduced to the educational setting. The methods of data gathering included a series of classroom observations, audio recordings, collection of artefacts and semi-structured interviews with teachers and administration. Activity Theory (Engestrom, 2001) is used to explore the integration of IWBs in the classroom environment where the individual, classroom and whole school contexts are considered. The consideration of multi-layered contexts of IWB implementation allowed us to examine factors such as teacher’s pedagogy, teacher-student and peer interactions, the setting’s ICT policies, and teacher professional development and collaboration.

The NSW DET's Quality Teaching Framework and the realities of a special education classroom

Leanna Formosa et al. — Mon, 12 Dec 2011 20:32:08 PST

In May 2003, the NSW Department of Education and Training introduced the Quality Teaching framework to NSW public schools for discussion and possible implementation. Principals and teachers were encouraged to use the framework for the twofold purpose of improving both teaching practice and student learning. While versions of the framework have been successfully used in USA and Australia, there is a paucity of research which reports on its merit, worth, or value for teachers of children with moderate intellectual disabilities. The aim of this study is to explore the degree of congruence and/or 'fit' between the Quality Teaching framework and the ebb and flow of the day to day realities which a teacher of a class of children with moderate intellectual disabilities has to deal with. The study was located within the naturalistic paradigm of inquiry, and employed a case-study methodology. Data was collected through qualitative methods including ongoing, semi-structured interviews with the teacher, classroom observations recorded as field notes and document analysis. While small in scope, the study provides insights into the value (or otherwise) of the NSW DET's Quality Teaching framework for teachers of children with moderate intellectual disabilities especially from the perspective of the classroom teacher dealing with the day to day realities of teaching these children.