Dennis Moore

ABSTRACT Evaluated an intervention designed to increase the requisite communication skills of 50 normal-hearing primary schoolchildren (NHs) on the social integration, in a playground setting, of 4 hearing-impaired mainstreamed children (HIs) in New Zealand. The 3 additive interventions studied were a signing class for NHs, novel play equipment, and a buddy system. These interventions increased interaction between NHs and HIs. Reports by NHs, HIs, and teachers provide suggestions concerning developmental trends and effects of the procedures used. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

ABSTRACT Evaluated an intervention designed to increase the requisite communication skills of 50 normal-hearing primary schoolchildren (NHs) on the social integration, in a playground setting, of 4 hearing-impaired mainstreamed children (HIs) in New Zealand. The 3 additive interventions studied were a signing class for NHs, novel play equipment, and a buddy system. These interventions increased interaction between NHs and HIs. Reports by NHs, HIs, and teachers provide suggestions concerning developmental trends and effects of the procedures used. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

ABSTRACT Observational studies of six elementary and five secondary school classes showed that teachers directed a disproportionately large number of questions to those students they judged most able. These findings are discussed as examples of self-fulfilling prophecy in the schools. (Author/MSE)

ABSTRACT This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project-"Mission I'm Possible" (MIP), instigated by a major children's hospital for children with developmental delays. A unique and key feature of MIP is the anchor of a learning support educator to support the child and the teacher in the classroom after completion of a one-on-one pullout literacy intervention conducted over 10 weekly sessions. At pretest, these children lagged behind their peers in most emergent reading tasks. At posttest, they made a mean gain of 11 months across various tasks that involved vocabulary, prereading and reading performances, and written language. No significant differences were found in aspects of their receptive and expressive language. Parents reported significant improvement in their children's prosocial behavior but not in other aspects of social and behavioral functioning. The findings reiterated that of early intervention programs in the West, demonstrating the malleability of young children's learning capacities despite developmental delays. Implications of the findings on the literacy development of such children are discussed.

Examines the effects of a three-year mentoring programme on the academic achievement of high ability year 13 students at a New Zealand high school. The programme’s purpose was to improve the academic results in the university bursary examination. The study covered a period of six years. The programme matched each selected student with a staff member in a flexible mentoring arrangement which focused on generic skills such as study skills, goal setting and time management. Protégés and mentors felt that the programme was enjoyable and successful. Protégés felt that they gained from the skills they were taught. Statistical analysis indicates that the programme did not have a measurable effect on the academic achievement of the mentored students. Reasons for this and implications for programmes of this kind are discussed.

ABSTRACT Observational data are presented relating to several topographical features of teachers questioning patterns in a sample of Papua New Guinea High Schools. Question rate is reported and compared with that obtained in four American studies. A measure is given of the proportion of teacher questions which were controlled. Question distribution by sex and by classroom location is analyzed and possible implications of the unequal distribution discussed. Several issues warranting further investigation are raised.

ABSTRACT Investigated the effectiveness of posted feedback as a litter control strategy in a university cafeteria in the absence of written prompts. Patronage and litter rates were monitored daily throughout a school term. Posted feedback was effective in reducing litter rates relative to baseline. Reductions in litter rates were maintained following intervention and continued to be evident 2 wks after the completion of the study. Posted feedback was thus a simple and effective method of litter control. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the

A simple and effective co-operative learning project was implemented in an inner city primary school that involved a simple computer program used as a basis for co-operative learning activities. Participants were grouped in threes and were required to solve a problem of hatching a dinosaur eggs by using screen clues. There was evidence of improved levels of collaborative problem solving and sharing

To examine the effectiveness of a video modelling (VM) intervention to teach job-related telephone skills to an adult with Autism Spectrum Disorder (ASD). A multiple baseline design across four telephone-relevant behaviours was used to assess the effects of the intervention on the participant's ability to respond to telephone calls. Use of the VM intervention led to immediate improvements in listening and responding to both orders and complaints; more gradual improvements were also observed in the participant's professional speech. All skill increases were maintained at follow-up. VM may be an effective method of teaching complex vocational skills to adults with ASD, although a stronger focus on social skills may be warranted in the future.

ABSTRACT Investigated the effectiveness of posted feedback as a litter control strategy in a university cafeteria in the absence of written prompts. Patronage and litter rates were monitored daily throughout a school term. Posted feedback was effective in reducing litter rates relative to baseline. Reductions in litter rates were maintained following intervention and continued to be evident 2 wks after the completion of the study. Posted feedback was thus a simple and effective method of litter control. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

... The authors dis-cuss the effectiveness of the procedure for addressing the limitations of each intervention. Robyn L. Mildon Victorian Parenting Centre & RMIT University Dennis W. Moore Robyn S. Dixon University of Auckland 92 ...

... Thompson, Keri M. Wilton, Bryan F. Tuck, and Dennis W. Moore, Education Department, University of Auckland, Auckland, New Zealand. We gratefully acknowledge the assistance of Vivienne Adair, Andrea Boyd, Hilary Dixon, Robyn Dixon, Helen Patrick, Helen Rowsell, Linda ...

Subjects, 46 male and 41 female Papua New Guineans who resided in Port Moresby and its suburbs, ranked 19 crimes according to relative seriousness. These ranks were compared with a ranking of the same crimes according to the penalties prescribed by the Papua New Guinean legal system and with data previously obtained from rural subjects. The overall urban mean ranks