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Research InterestsApplied Behaviour Analysis
Autism
Inclusive instruction
Metacognitve instruction
Self management
Special Education
SupervisionThesis Supervision
A. Masters Degree theses, 1999 - 2005.
G. Davies An examination of the effects of sibling-tutor training and structured play activities on the relationship between autistic children and their siblings. Completed 1999.
C. Rubie The academic and social impact of involvement in a Maori cultural club on primary school children. Completed 1999.
J. Brosnahan The effects of video assisted discrimination training on the level of engagement of disruptive children in class. Completed 1999.
J. Cumming The effects of edited video feedback on echolalic speech in autistic children. Completed 1999.
I. Fung The additive effects of the provision of instruction in Chinese on the English language reading competence of L2 students undergoing a Reciprocal Teaching programme. Completed 1999.
Y. Lu An experimental analysis of the differential effects of Goal Setting and Goal Setting plus Self Recording on students with an internal and external Locus of Control. Completed 1999.
R. Mildon The effect of non-contingent reinforcement on the aggressivbe behaviour of an autistic child. Completed 1999.
C. Moore An evaluation of a programme designed to assist the post-trauma adjustment of children abused by a family member. Completed 1999.
J. Stoddart Teachers perceptions of social skills in 5 to 7 year old children. Completed 1999.
L. Hooper Functional analysis. Completed 2000.
P. Douglas Functional Assessment and Noncontingent reinforcement. Completed 2000.
C. Irwin Non contingent escape. Completed 2000.
K. Maclean Functional analysis in a regular class. Completed 2000.
H. K. Shim ESL reading tutoring at home using Pause, Prompt, and Praise and Pre-reading activities. Completed 2001.
J. Alesech Inclusion of the head injured students in New Zealand schools. Commenced 2001.
J. Gradon Teacher feedback. Completed 2002.
R. Higginson Characteristics of educators transitioning into the Resource teachers: Learning and Behaviour (RTLB) role. Completed 2002.
F. Larsen The relationship of Philosophy For Children and the development of reading comprehension skills. Completed 2002.
C. Pardy Social and Co-operative Skill learning in a Year One Classroom Environment. Completed 2002.
K. Singh Reciprocal teaching as an inclusive instructional practice. Completed 2002.
V. Weedon Inclusive and Strategic Teaching. Completed 2002.
C. Birkin An analysis of the factors which influence self-stimulatory behaviour in autism: Three case studies. Completed 2001. (Psychology Department).
R. Joudi Choices of education for children with autism: Evaluating three educational programmes for children with ASD.(Psychology Department) Completed 2001.
K. Jayatissa Functional assessment in the regular class. Completed 2002.
T. Bourne Application of the Premack Principle in the reduction of stereotypic behaviour and teaching of pivotal initiations to a boy with autism. Completed 2002.
Meryl Tucker Use of Reciprocal Teaching in writing instruction. Completed 2003.
Kerrie Lomas Tamariki a atua kohi a tikanga I pukapuka: Children and Parents gaining meaning from books. Completed 2003.
David Laird Power sharing in the classroom to assist with the education of Maori children. Completed 2003.
Karen Goodhew Kapahaka as a means of lifting self esteem, locus of control and cultural awareness in secondary school pupils. . Completed 2005.
Alison Greaves The Use of Cooperative Structures with Year 9 Students. Completed 2005.
Jude Moxon A study of the Impact of the Responsible Thinking Programme in a large, multi-cultural Secondary School in New Zealand. Completed 2004.
Aprile Rathe Utilizing collaborative peer discussion and visual organisers to generate and organise ideas for story writing. Completed 2004.
J. Goldenberg Parenting Twins: An Exploration of Effects of Maternal Age and Twin Characteristics. Master of Psychology (Counselling). Completed 2005.
Y. S. Chiu. Association between Family Relations and Adolescents Psychological Well-Being in Hong Kong and across Culture. Master of Psychology (Education and Developmental). Completed 2005
M. Ko Teaching a child with autism to dress independently in an unsupervised setting through backward chaining and pictorial self-management. Master of Psychology (Education and Development). Completed 2005.
A. Kok. Using a Cooperative Learning Structure for Social Skills Training in Autistic Children In an Inclusive Setting. Master of Psychology (Education and Development). Completed 2005.
K. Karathanasis. Teaching child-appropriate initiations and responses using a multiple trainer conversation repair Pivotal Response Training (PRT) model. Master of Psychology (Counselling). Completed 2005.
I. Lungu. Task difficulty and disruptive behaviour: an exploration of the relationship. Master of Education. Completed 2005.
C. McPhee Promoting reciprocal interactions via incidental teaching for children with Autism. Master of Psychology (Education and Development). Completed 2006.
H. McAfee Master of Psychology (Education and Development). Completed 2006.
K. Titshall Teaching Symbolic Play to Children with Autism using Pivotal Response Training. Master of Psychology (Education and Development) Completed March 2007.
B. PhD Thesis, 1999 - 2005.
H. Rowsell Writing skills; strategies for adult beginners. Completed 2000.
J. Westera Reciprocal teaching as a School-wide Inclusive Strategy. Completed, November 2002.
E. Lim Developing Expertise in Numeration and Mathematical Operations Through Practice in a Deca-Value System. Completed 2004.
D. Curtis A cross cultural comparison between U.S. and New Zealand teachers acceptability of interventions for children with ADHD. Completed 2002.
D. Brown School development and teacher education. University of Waikato. Completed 2002.
P. Smith The fostering of self-monitoring and the acquisition of literacy. Submitted 2005.
PublicationsPublished Papers, 1999 - 2005.
Lambert, S. Moore, D. W., & Dixon, R. S., (1999). Effects of locus of control on performance under individual-set and coach-determined goal conditions in gymnastics. The Journal of Applied Sports Psychology, 11, 72-82.
Walker, J., Moore, D., Anderson, A., Brown , D., Thomson, C., Glynn, T., Macfarlane, A., & Medcalf, J. (1999). Innovative Inclusion Initiative : The Resource Teachers in Learning and Behaviour programme. Global Issues & Local Effects : The Challenge for Educational Research [WWW document]. URL http://www.swin.edu.au/aare/99pap/wal99677.html.
Brown, D., Moore, D. W., Thomson, C., Anderson, A., 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), 15-20.
Hawe, E., Tuck , B., Manthei, R., Adair, V., & Moore, D. (2000). Job satisfaction and stress in New Zealand primary teachers. New Zealand Journal of Educational Studies, 35, 193-205.
Adaire, V., Dixon, R. S., Moore, D. W., & Sutherland, C. M. (2000). Ask your mother not to make yummy sandwiches: Bullying in New Zealand secondary schools. New Zealand Journal of Educational Studies, 35, 205-221.
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), 254-265.
Cameron, M., Depree, H., Walker, J. & Moore, D. (2002). Paired Writing: Helping beginning writers get started. Set, 1, Wellington: NZCER.
Lim, E. L., & Moore, D. W. (2002). Problem solving in geometry: comparing the effects of non-goal specific instruction and conventional worked examples. Educational Psychology, 22 (5), 591-612.
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 1, 23-33.
Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-Assisted Reciprocal Teaching to Improve ESL Students Comprehension of English Expository Text. Learning and Instruction, 13, (1), 1-31.
Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D. W., Anderson, A., Davies, T., Medcalf, J., & Glynn, T. (2003). Resource Teachers Learning and Behavior: Collaborative Problem Solving to Support Inclusion. Journal of Positive Behavioral Interventions, 5 (2), 101-111.
Le Fevre, D. M., Moore, D. W., & Wilkinson, I. G. (2003). Tape-Assisted Reciprocal Teaching: Cognitive Bootstrapping for Poor Decoders. British Journal of Educational Psychology, 73 (1), 37-58.
Irving, S. E., Moore, D.W., & Hamilton, R. J. (2003). Mentoring: Measuring the impact of a high school mentoring programme for high ability students. Education & Training. 42 (2), 100-109.
Mildon, R., Moore, D. W., & Dixon, R.S. (2004). Combining noncontingent escape and functional communication training as a treatment for negatively reinforced disruptive behaviour. Accepted for publication, Journal of Positive Behavior Interventions. 6 (2), 92-102.
Medcalf, J, Glynn, T, & Moore, D. (2004). Peer tutoring in writing: A school systems approach. Educational Psychology in Practice, 20, 2, 157-178.
Anderson, A. Moore, D. W., Godfrey, R., & Fletcher-Finn, C. (2004). Social skills assessment of some children with autism in free-play situations. Autism, 8, (4), in press.
Rubie, C. M., Townsend, M. A. R., & Moore, D. W., (2004). Motivational and academic effects of cultural experiences for indigenous minority students in New Zealand. Educational Psychology, 24 (2), 143-160.
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.
Pardy-Comber, C., Walker, J., & Moore, D. (2004). Learning Social and Co-operative Skills in Year 1 Classrooms. SET, 2, 35-39.
Moore, D. W., Anderson, A., & Kumar, K. (2005). Instructional Adaptation in the Management of Escape-Maintained Behavior in a Classroom. Journal of Positive Behavior Interventions. 7 (4).
Curtis, D. F., Pisecco, S., Hamilton, R. J., & Moore, D. W. (2006). Teacher Perceptions of Classroom Interventions for Children with ADHD: A Cross-Cultural Comparison of Teachers in the United States and New Zealand. School Psychology Quarterly 21 (2), 171-196.
Anderson, A., Thomas, D.R., Moore, D.W., and Kool, B. Improvements in school climate associated with enhanced health and welfare services for students. Learning Environment Research. Accepted February 2007
Anderson, A., Moore, D.W & Bourne, T.L. (2007). Functional communication and other concomitant behaviour change following PECS training: A Case Study. Behaviour Change, 24 3 173-181.
Chapters in Books
Lim, E. L., Irwin, K. C., Moore, D. W. (2001). The DECA-based approach: A mathematical program to learn and apply two-digit numbers. In M. van den Heuval-Panhuizen, (ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, Utrecht, The Netherlands 23-27 July 2001, pp. 311-320.
Anderson, A., Hamilton, R., Moore, D. W., Shawn Loewen, S, & Frater-Mathieson, K. (2004). Education of Refugee Children: Theoretical Perspectives and Best Practice. In R. Hamilton & D. W. Moore, (Eds). Education of Refugee Children: Theoretical Perspectives and Best Practice. London: RoutledgeFalmer Press, pp. 144.
Moore, D. W., & Hamilton, R., (2004). Education of Refugee Children: Documenting and Implementing Change. In R. Hamilton & D. W. Moore, (Eds). Education of Refugee Children: Theoretical Perspectives and Best Practice. London: RoutledgeFalmer Press.
Moore, D. W. (2004). Conceptual and policy issues. In R. Hamilton & D. W. Moore, (Eds). Education of Refugee Children: Theoretical Perspectives and Best Practice. London: RoutledgeFalmer Press.
Moore, D. W. (2004). Behaviour in context: Functional assessment of disruptive behaviour in classrooms. In J. Wearmouth, R. Richmond, & T. Glynn, (Eds). Addressing pupils behaviour in schools: Responses at district, school and individual levels. London: David Fulton in association with the Open University and the University of Waikato.
Books / Monographs
Moore, D. W., Anderson, A., Timperley, H., Glynn, T., Macfarlane, A., Brown, D., & Thomson, C. (1999). Caught Between Stories: Special Education in New Zealand. Literature Review Monograph Series. Wellington : New Zealand Council for Educational Research.
Hamilton, R. & Moore, D. W. (Eds). (2004). Education of Refugee Children: Theoretical Perspectives and Best Practice. London: RoutledgeFalmer Press.
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