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dc.contributor.advisorAnderson, Angelika
dc.contributor.authorOldfield, Ainsley
dc.date.accessioned2021-06-28T01:53:48Z
dc.date.available2021-06-28T01:53:48Z
dc.date.issued2021
dc.identifier.citationOldfield, A. (2021). Investigating the use of coreboards by children with developmental disabilities and teachers in a school environment. (Thesis, Master of Applied Psychology (MAppPsy)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/14409en
dc.identifier.urihttps://hdl.handle.net/10289/14409
dc.description.abstractCoreboards have become popular as an aid for individuals with disorders, such as Autism Spectrum Disorder (ASD), who may have issues with speech-language production, but who also often lack more fundamental functional communication skills. The aims of this study were to explore the extent coreboards as an Augmentative and Alternative Communication (AAC) were a useful tool for children with developmental disabilities and their teachers to communicate independently and functionally, if they were used effectively in the school environment, if they were used for their intended purpose, and if they were used to facilitate functional communication skills for children with developmental disabilities. The research in this project involved data collection on student and teacher communicative behaviour. The participants in this study were three children aged 9 to 10 with developmental disabilities and their teacher and learning support assistants. The study is a mixed-methods descriptive design and data was collected by direct observations being recorded on a data sheet. The main findings are the student participants did use the coreboard for independent communication as they each individually initiated with the coreboard less than 3% of the time and two of the student participants purpose of initiating use of the coreboard was unknown over half the time. Furthermore, if the adult participants are unable to determine what the purpose of the coreboard use is from the student participants, then the communication act will not be successful as the adult participant will not be able to respond appropriately to the student participant and the lack of success will discourage the student participants from initiating in the future.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectAutism
dc.subjectCoreboard
dc.subjectCommunication
dc.subjectBehaviour analysis
dc.subjectVerbal behaviour
dc.subjectFunctional communication
dc.subjectAugmentative and Alternative Communication (AAC)
dc.subject.lcshPeople with disabilities -- Means of communication -- New Zealand -- Psychological aspects
dc.subject.lcshCommunication devices for people with disabilities -- New Zealand -- Psychological aspects
dc.subject.lcshDevelopmentally disabled children -- New Zealand -- Psychological aspects
dc.subject.lcshTeacher-student relationships -- New Zealand -- Psychological aspects
dc.subject.lcshChildren with autism spectrum disorders -- New Zealand -- Psychology
dc.titleInvestigating the use of coreboards by children with developmental disabilities and teachers in a school environment.
dc.typeThesis
thesis.degree.grantorThe University of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Applied Psychology (MAppPsy)
dc.date.updated2021-06-21T01:10:36Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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