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Update my staff profile
Teaching commitmentBiographyThroughout my career I have been working at the interface between developmental psychology, Applied Behaviour Analyses and educational psychology, with a special interest in inclusive education for children with challenges (special learning needs, problem behaviour, poverty, or minority status). In recent years my work increasingly focussed on the needs of children with developmental disabilities, especially autism and severe challenging behaviour. As a result I was invited by the Ministry of Health (NZ) to serve on the national committee reviewing the national guidelines for the delivery of services to children with Autism. I have considerable experience in completing contract research including a number of major literature reviews and best evidence syntheses on topics such as: inclusive education for children with special learning and behaviour needs; and identifying best practices for students with ongoing severely challenging behaviours in primary schools. I also conducted a number of evaluations including evaluating a social skills programme, and different educational approaches for children with ASD. In addition I was project manager on several projects, including an evaluation of the NAS Early Bird parent education programme for parents of young children with Autism. Here at Monash I am currently leading the development of a research program at the Elwyn Morey Child Study Centre, and early childhood early intervention centre for children with developmental disabilities / delays. This research program has two major foci: 1. Exploring the relationships between play, language and social skills in the development of children with autism. The focus here is on identifying important target behavious for intervention, and effective intervention strategies. 2. Promoting evidence-based practice in early childhood education / inclusive education. The focus here on developing valid and reliable outcome indicators of effective inclusive practices, including in-service professional development.
Research InterestsDevelopmental disabilities (especially Autism)
Applied Behaviour Analysis
Acculturation
Motivation
Professional Associations
- Member of the Association for Behavior Analysis, International
- Member of Autism Victoria
- Associate member of the Australian Psychological Society
Community Service
- Member of an invited committee developing new national guidelines for the delivery of services to children with Autism (Ministries of Education and Health, NZ).
SupervisionI am a Monash accredited supervisor. If you are interested in working with me please e-mail me directly
Completed Doctoral Dissertation:
Christina Birkin: Up-take of an early intervention parent training program for parents of children with Autism. Completed February 2006.
Completed MA Theses:
Therese Bourne: Teaching Functional Communication to a child with Autism using PECS. Completed February 2003.
Koshila Kumar, ne Jayatissa: Using Curriculum-Based Assessment and Functional Behavioural Assessment to Determine the Function of Behaviour in Classrooms. Completed February 2003.
Kate Titshall: Teaching Symbolic Play to Children with Autism using Pivotal Response Training. Completed March 2007.
Completed Dissertations:
Grace Kim: Development of a questionnaire to assess the effectiveness of an early intervention parent training programme for parents with children with Autism. Completed 2003.
Christina Lilo: Observation of parent child interactions to evaluate the effectiveness of a parent training programme for parents of children with Autism. Completed November 2004.
CompletedPostgraduate Diploma of Psychology projects
2006:
Georgia Graham: A comparison of symbolic play and language skills in children
Anastasiya Suetin: Improving Symbolic Play in an Autistic Child through Modelling, Guidance and Cooperative Learning.
Grace Leong: Increasing symbolic play in children with autism.
Anneke Jurgens: Teaching functional communication to a child with autism using PECS.
2007
Karen Lloyd: Effects of Social Stories on Social Engagement in a Child with Autism.
Kate McPhee: Promoting reciprocal interactions via incidental teaching for children with Autism.
Melissa Di Pietro: Increasing social initiations in a child with autism using pivotal response training.
Stacey Litras: Using video self-modelled social stories to teach social initiations as a pivotal response to a child with autism.
Current and ongoing supervision:
PhDs:
Anneke Jurgens: A comparison of the effectiveness of two different language interventions (PECS and Chat Now) for children with developmental delays (including language delay and autism).
Annie Yoon: The effect of the Picture Exchange Communication System on communicative functions and behaviours in children with autism.
Karin Koch: Psychosocial adjustment of Australian expatriate children.
Ma Thesis:
Marissa Warland: Developing symbolic play skills in a child with autism.
Athina Caravatas: Evaluating the effectiveness of in-service professional development for Kindergarten teachers to facilitate the inclusion of children with ASD.
Yun Chua: The effectiveness of video self modelling in increasing social interactions in children with autism.
Lauren Brabham: Comparing parent and teacher assessments on the Behaviour Flexibility Rating Scale (BFRS).
Amy Vanlangenberg: Teacher child interactions to promote engagement in Early Intervention.
Postgraduate Diploma of Psychology projects:
Marie Hornley: The use of a behavioural intervention, for a preschool age child with developmental disabilities, aimed to improve a self-care ability.
Catherine Vergou: The Effects of PECS teaching on self-initiated communication and concomitant behaviours in a child with autism.
Song Ai Lee: Using Pivotal Response Training to Teach Symbolic Play to Children with Autism.
Jade Thomas: Using functional assessment and antecedent based interventions to decrease problem behaviour in a child with autism.
EditorialReviewer for the following journals: Educational Psychology International Journal of Testing Journal of Australian Research in Early Childhood Education
PublicationsBirkin, C. Anderson, A., Seymour, F. & Moore, D. W. (2008) Parent-focused early intervention programs for autism: Who gets access? Journal of Intellectual and Developmental Disability, 33(2), 108-116.
Anderson, A., Thomas, D.R., Moore, D.W., and Kool, B. (2008). Improvements in school climate associated with enhanced health and welfare services for students. Learning Environment Research, 11 (3).
Kool, B., Thomas, D., Moore, D.W., Anderson,A., Bennetts, P., Earp, K., Dawson, D., Treadwell, N. Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools. Australian and New Zealand Journal of Public Health. 2008. 32, (2): 177- 180.
Anderson, A., Moore, D.W & Bourne, T.L. (2007). Generalisation of functional communication and other concomitant behaviour change following PECS training. Behaviour Change, 24(3).
Anderson, A., & Chandler, D. (2006). Promoting evidence-based practice in early childhood intervention. Every Child, 12 (3).
Moore, DW., & Anderson, A. (2005). Autism spectrum disorder: Towards best practice in early childhood. Every Child, 11 (4).
Moore, D.W., Anderson, A, & Kumar, K. (2005). Instructional Adaptation in the Management of Escape-Motivated Behaviours in a General Education Classroom. Journal for Positive Behavior Interventions, 7 (4).
Anderson, A. Hamilton, R. & Hattie, J. (2005). Locus of control, self-efficacy and motivation in different schools: Moderation, the key to success? Educational Psychology, 25 (5).
Moore, D.W., Anderson, A, & Kumar, K. (2005) Instructional Adaptation in the Management of Escape-Motivated Behaviours in a General Education Classroom. Journal for Positive Behavior Interventions, 7 (4).
Moore, DW., Anderson, A. (2005). Autism spectrum disorder: Towards best practice in early childhood. Every Child, 11 (4).
Anderson, A. Hamilton, R., Moore, D. Loewen, S. & Frater-Mathieson, K. (2004). Education of Refugee Children: Theoretical Perspectives and Best Practice. In Hamilton, R. & Moore, D. (Eds). Educational interventions for refugee children. Routledge Falmer (pp1-11).
Anderson A. (2004). Resilience. In Hamilton, R. & Moore, D. (Eds). Educational interventions for refugee children. Routledge Falmer, (pp 53-63).
Anderson, A. (2004) Issues of migration. In Hamilton, R. & Moore, D. (Eds). Educational interventions for refugee children. Routledge Falmer, (pp. 64-82).
Anderson, A., Moore, D.W., Godfrey, R. & Fletcher-Finn, C. (2004) Social skills assessment of some children with autistic spectrum disorder (ASD) in free-play situations. Autism, 8 (4), 369-385.
Birkin, C. Anderson, A. Moore, D. W. & Seymour, F. (2004). Evaluating the efficacy of parent-focused interventions for autism: how do we know what will work? Australian Journal of Early Childhood, 29(3), 42-47.
Anderson, A. Hamilton, R. & Hattie, J. (2004). Classroom climate and motivated behaviour in secondary schools. Accepted for publication in Learning Environment Research, 7 (3).
Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D., Anderson, A., et al. (2003). Resource Teachers Learning and Behavior: Collaborative Problem Solving to Support Inclusion. Journal of Positive Behavior Interventions, 5, 101-111.
Greve, W., Anderson, A. & Krampen, G. (2001). Self-Efficacy and Externality in Adolescence: Theoretical Conceptions and Measurement in New Zealand and German Secondary School Students. Identity An International Journal of Theory and Research, 1(4), 321-344.
Moore, D. W., Prebble, S., Robertson, J., Waetford, R., & Anderson, A. (2001). Self-recording with goal setting: A self-management program for the classroom. Educational Psychology, 21 (3), 255-265.
Brown, D., Thomson, C., Anderson, A., Moore, D. W., Walker, J., Glynn, T., Macfarlane, A., Medcalf, J., & Ysseldyke, J. (2000). Resource Teachers Learning and Behaviour: An ecological approach to Special Education. Australasian Journal of Special Education, 24 (1), 16 - 31.
Walker, J., Moore, D., Anderson, A., Brown , D., Thomson, C., Glynn, T., Macfarlane, A., & Medcalf, J. Innovative Inclusion Initiative : The Resource Teachers in Learning and Behaviour programme. (1999). Global Issues & Local Effects : The Challenge for Educational Research [WWW document]. URL http://www.swin.edu.au/aare/99pap/wal99677.html.
Moore, D. W., Anderson, A., Timperley, H., Glynn, T., Macfarlane, A., Brown, D., & Thomson, C. (1999). Caught Between Stories: Special Education in New Zealand. Wellington, New Zealand Council for Educational Research, 60 pages.
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