DOCSLIB.ORG

Fil-B /Advisory Committee Co

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fil-B /Advisory Committee Co Reading Comprehension Strategies In Children With High- Functioning Autism: A Social Constructivist Perspective Item Type Thesis Authors Cotter, June Ann Download date 26/09/2021 17:04:41 Link to Item http://hdl.handle.net/11122/9075 READING COMPREHENSION STRATEGIES IN CHILDREN WITH HIGH FUNCTIONING AUTISM: A SOCIAL CONSTRUCTIVIST PERSPECTIVE By June Ann Cotter RECOMMENDED: £> P \ - I V v^jQ JL-V% lh -i> Advisory Committee Chair a . fil-b /Advisory Committee Co Chair, Department of Communication APPROVED: Dean, College of Liberal Arts / r Dean of the Graduate School Date READING COMPREHENSION STRATEGIES IN CHILDREN WITH HIGH- FUNCTIONING AUTISM: A SOCIAL CONSTRUCTIVIST PERSPECTIVE A DISSERTATION Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By June Ann Cotter, MSEd. Fairbanks, Alaska May 2011 © 2011 June Ann Cotter UMI Number: 3463936 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3463936 Copyright 2011 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. uestA ® ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Abstract Individuals with autism see the world, by definition of the diagnosis, in a very different way than the typical student. Communication, both verbal and non-verbal, is a defining characteristic of this disability. Students with autism both can and need to learn to comprehend when reading to be successful in school and in life. This study evaluated the reading comprehension abilities of three students with autism and using a strength-based approach targeting comprehension strategies. These strategies also appear to have increased the students’ communication skills. All participants were medically or educationally diagnosed with autism. All had an educationally-defined label of autism and had been identified as having difficulty with reading comprehension. The study is presented as a case study with limited participants. The author investigated the reading comprehension abilities of each student and through direct instruction provided support for the skills the student already possessed. Additional skills were then introduced thereby increasing the students’ abilities to comprehend. An additional effect of increasing student personal communication skills was also noted. iv Table of Contents Page Signature Page ............................................................................................................................ i Title Page....................................................................................................................................ii Abstract ......................................................................................................................................iii Table of Contents ......................................................................................................................iv List of Tables ............................................................................................................................. ix List of Illustrations ................................................................................................................... ix List of Appendices.................................................................................................................... ix Dedications..................................................................................................................................x Chapter 1 Introduction .............................................................................................................. 1 1.1 Social Constructivist Theory and Learning .................................................................. 1 1.2 What is Autism? .............................................................................................................4 1.2.1 Diagnostic and Statistical Manual (DSM IV-TR) (APA, 2000) ........................4 1.2.2 Individuals with Disabilities Education Improvement Act (IDEIA) (2004).................................................................................................7 1.3 Spectrum disorder...........................................................................................................7 1.4 Statistics related to the increase in ASD...................................................................... 8 1.5 Asperger’s Syndrome and Autism ............................................................................. 11 1.6 Reading and students with ASD ..................................................................................12 1.7 Reading instruction .......................................................................................................12 1.8 Learning disadvantages and reading research ............................................................14 1.9 Statement of the problem.............................................................................................16 V 1.10 Significance of the study ............................................................................................16 1.11 Rationale for the study ...............................................................................................17 1.12 Research questions ......................................................................................................18 1.13 Assumptions................................................................................................................18 1.14 Limitations of the study ..............................................................................................19 1.15 Definition of terms......................................................................................................19 Chapter 2 Literature review ....................................................................................................22 2.1 Reading..........................................................................................................................22 2.1.1 A short history of reading instruction in the United States ........................... 24 2.1.2 The reading wars................................................................................................28 2.1.3 Reading First (U.S. Department of Education, 2009).................................... 29 2.1.4 Students with special needs join in the fray .....................................................32 2.1.5 Students with special needs, NCLB, and reading ...........................................35 2.1.6 Summary of reading literature ..........................................................................36 2.2 Teaching students with ASD: Current trends ............................................................ 37 2.2.1 Discrete trial training (DTT)............................................................................... 39 2.2.2 Treatment and education of autistic and related communication handicapped children (TEACCH)...............................................................41 2.2.3 Incidental teaching...............................................................................................42 2.2.4 Pivotal response training.....................................................................................43 2.2.5 Verbal response training......................................................................................44 2.2.6 Effect on instruction in secondary public school classrooms .......................... 46 vi 2.3 What is theory of mind? ............................................................................................ 50 2.3.1 Development of TOM in neurotypical children................................................ 51 2.3.2 Children with ASD and TOM.............................................................................52 2.3.3 Lack of TOM and the “typical” child with A SD ..............................................55 2.3.4 TOM and the child with high functioning ASD (HFASD) ............................. 57 2.3.5 Non-verbal communication, TOM and reading ................................................ 61 Chapter 3 Methodology.......................................................................................................... 63 3.1 Research paradigm....................................................................................................... 63 3.2 Social constructivist perspective................................................................................. 65 3.3 Research design............................................................................................................65 3.4 The participants............................................................................................................66 3.5 Selection of the case.....................................................................................................69 3.6 Entry and reciprocity....................................................................................................69 3.7 Data collection ..............................................................................................................71 3.7.1 Instrument
Load more

Recommended publications
  • INTERNET and AUTISM: the Reflection of Communication Experiences in Narrative Practices
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Göteborgs universitets publikationer - e-publicering och e-arkiv DEPARTMENT OF EDUCATION AND SPECIAL EDUCATION INTERNET AND AUTISM: The reflection of communication experiences in narrative practices Ekaterina Boytsova Master in Education: 30 hp Program: International Master in Educational Research Level: Advanced level Term: Spring term 2015 Superviser: Eva Hjörne Examiner: Ernst Thoutenhoofd Report number: VT15 IPS PDA184:6 Acknowledgements I would like to express my gratitude to all the respondents who devoted their time to take part in this study. I would also like to thank my supervisor Eva Hjörne at the Department of Education and Special Education at the University of Gothenburg for her inspiring approach and valuable comments. Gothenburg, May 19, 2015. Abstract. Background: Perspectives of Internet use among students with ASD are not a clearly investigated field although positive results in mainstream schools are already received. Multiple pieces of research have shown that computer technology facilitates a broader range of educational activities to meet a variety of needs for students with mild learning disorders, and adaptive technology can enable students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. The aim of this study is to understand and describe representation and perception of online communication by persons with ASD via their postings in blogs and online survey. The role of Internet, the importance of ICT in education and the relation between online and offline communication are in the focus of the study. Although the use of technologies in education and everyday routines is not wide-spread due to high costs and teachers’ lack of training in applying modern technologies in the classroom, the results of this study reveal the importance of applying ICT in everyday life for people with autism.
    [Show full text]
  • Communication Shutdown’ Launched to Engage Social Media Users to Shut Their Networks for a Day on Nov 1 2010, in Support of a Good Cause
    4.5 Billion Social Media Users worldwide & over 33 million social media users in India to support the cause of Autism ‘Communication Shutdown’ launched to engage social media users to shut their networks for a day on Nov 1 2010, in support of a good cause New Delhi, October 4, 2010‐ One day without Social Networking‐ Can you brave it? On Nov 1, 2010, citizens around the world will become part of, ‘Communication Shutdown’, a global initiative extended across 40 countries to create awareness and raise funds for charity for Autism. Through this initiative, people around the world have been challenged to go without Facebook or Twitter, for one day. Social communication is one of the biggest challenges for people with autism. By choosing to shutdown their social networks for one day, users will have some idea of what it’s like for people with autism who face this challenge every day. The Communication Shutdown campaign encourages Facebook and Twitter users to make a donation and receive a charity app or (CHAPP) that will signal their support and intention to boycott their social networking accounts on 1 November. ComScore, Inc. (NASDAQ: SCOR), has released a August 2010 report on traffic to Social Networking sites in India, revealing that India has over 33 million social network users and globally more than two thirds of the world’s population stay connected through networks like Facebook and Twitter. As people become more reliant on these channels to communicate worldwide, the Communication Shutdown fundraising campaign will also serve as a social experiment on social media habits.
    [Show full text]
  • John Hersey's Awareness of One's Environment "Characters," Carol and Willie
    New 'York Times Book Re'view 4/3/94 Forward From Nowhere An autistic woman resumes her tale of trying to rna,ke sense oflife. Iiams, too, participated in con­ terns of behavior are not inher­ feelings as humans do - and nected to one another ._..- a desire iOMEBODY versations by replaying scripts ent but are learned by watching that humans have feelings in a Ms. Williams did not have Just SOMEWHERE she had heard. But, as she ex­ others. way that objects don't. She the opposite, she writes. "I was plains, non-autistic people use When "Somebody Somewhere" stands paralyzed before a tiny allergic to words like 'we,' 'us' or 9reaking Free From the World these bits to reflect real feelings, opens, Ms. Williams is 25 years closet because she cannot bear 'together· - words depicting )fAutlsm. genuine emotions ..... at least 'in old and liVing in London. She has what she uwould have to inflict closeness" because "closeness By Donna Williams. principle. To the autistic who is given up her characters but not upon" her clothes by squeezing made earthquakes go off inside ~38 pp. New York: unaware of real feelings (for yet learned how to function in the them in. She apologizes to them of me and compelled me to run," rimes Books/ whom, in fact, emotions feel like world without them: HWillie was­ as she hangs them up. Realizing pnly at the end, in a special Random House. $23. death), the memorized bits are n't there to help me understand, that objects are not aware of her friendship (which she calls a all there is.
    [Show full text]
  • Constructing Narratives and Identities in Auto/Biography About Autism
    RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism ..............................................................................................
    [Show full text]
  • Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr
    EDUCATIONAL INCLUSION FOR CHILDREN WITH AUTISM IN PALESTINE. What opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine; with special reference to the developing practice in two educational settings? by ELAINE ASHBEE A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Amendments to names used in thesis The Amira Basma Centre is now known as Jerusalem Princess Basma Centre Friends Girls School is now known as Ramallah Friends Lower School ABSTRACT This study investigates inclusive educational understandings, provision and practice for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision–makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding.
    [Show full text]
  • Autism Booklet
    Autism 2011_Layout 1 08/09/2011 17:40 Page 1 The Autism Act 2009: developing specialist skills in autism practice RCN PUBLISHING ESSENTIAL GUIDE RCN PUBLISHING This guide has been supported by Autism 2011_Layout 1 08/09/2011 17:40 Page 2 ESSENTIAL GUIDE This guide has been written by Jill Aylott, Centre for Professional and Organisation Development, Faculty of Wellbeing, Sheffield Hallam University Contents 3 Introduction 5 A note about terminology 5 Defining autism to guide best practice Environments and sensory issues Autism as a sensory perceptual impairment Barriers in the environment Use of reasonable adjustments to enable access to the environment Communication, information and processing Understanding behaviour Use of reasonable adjustments to change personal behaviour Attitudinal barriers 16 Diagnosis and services Transition 18 References 19 Summary RCN Publishing Company Ltd To subscribe call 0345 772 6100 The Heights, 59-65 Lowlands Road www.learningdisabilitypractice.co.uk Harrow, Middlesex HA1 3AW www.mentalhealthpractice.co.uk For further information contact: ISBN: 1873853858 [email protected] Cover photograph: Science Photo Library © Copyright RCN Publishing Company Ltd 2011. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the publisher. 2 october :: 2011 Autism 2011_Layout 1 08/09/2011 17:40 Page 3 Introduction People with autism are ‘falling through gaps in services’ (Loynes 2001, Department of Health (DH) 2006, National Autistic Society 2010). The All Party Parliamentary Group for Autism (APPGA) was formed in 2000 to work with the main political parties to raise awareness of the difficulties that people with autism and their families face, and to campaign and lobby for legislation change.
    [Show full text]
  • In Childhood
    In childhood About Autism 1 Developed by Parent to Parent NZ Inc for its Care Matters services. www.parent2parent.org.nz • www.carematters.org.nz © Parent to Parent NZ July 2021 This publication is reviewed annually. Kia ora If you are reading this, it is likely a child in your care has just received a diagnosis of autism spectrum disorder (ASD), commonly known as autism. We’ve compiled this booklet with input from autistic people, parents and professionals to provide you with information about autism and how it can affect children’s experience of the world around them. It has been designed as a practical tool to educate and empower you and your family. This document is a general overview current at the time of writing. This information has been provided for education/information purposes only. It is not intended or implied to be a substitute for advice, diagnosis or treatment from registered health professionals. Every care has been taken to ensure its accuracy. If you have any questions or would like further information please contact Parent to Parent on 0508 236 236 or email [email protected] In this booklet we use identity first language. Identity first language is preferred by the autistic community as it celebrates the unique strengths and identity that being autistic offers an individual. Not all autistic people choose to be referred to in the same way. If you are unsure, ask the individual what they would prefer. Contents 6 What is autism? 8 What does autism look like? 10 The senses and autism 12 Strengths and abilities in autism 16 Common difficulties 17 Causes and prevalence 18 Diagnosis 19 Disclosing the diagnosis 22 So we have a diagnosis, where to from here? 24 Therapies and supports 26 Positive behaviour support and techniques 29 Communication supports 30 Alternative and augmentative communication tools 31 Visual supports 34 Autistic behaviour 36 Strategies at home What is autism? Autism affects communication and social interaction as well as thinking and behaviour.
    [Show full text]
  • Morgen Kann Warten
    Monika Scheele Knight | Morgen kann warten MORGEN KANN WARTEN MONIKA SCHEELE KNIGHT Originalausgabe Morgen kann warten Copyright © März 2017 | Monika Scheele Knight Schmollerstr. 3, 12435 Berlin Printed in Germany by Amazon Distribution GmbH, Leipzig ISBN: 1544176872 ISBN-13: 978-1544176871 INHALT Vorwort – In der Welt sein 1 1 Thassos – Sprache 14 2 Hiddensee – Elternsein 30 3 Rhodos – Epilepsie 44 4 Côte d’Azur – Fernand Deligny 62 5 Mallorca – Diagnoseanstieg 84 6 Connemara – Therapien 105 7 Südtirol – Neurodiversität 135 8 Südschweden – Inklusion 153 9 Normandie & Elsass – Geschichte 169 10 Valencia – Kultur 183 11 Prag & Theresienstadt – Ethik 204 12 Texel – Freundschaft 222 13 Berlin – Autismus als Metapher 236 Nachwort – Für immer 15 253 Respekt und Dank 257 Anmerkungen 259 Literaturverzeichnis 295 Dieses Buch ist für John, den Jungen mit der Bonbon-Agenda, der in den Mülleimer beißt, und die Gitarre wie einen Kontrabass spielt. Ein Partisan und ein Meister puren Seins. Vorwort – In der Welt sein »In jeder Krankheit treffen sich zwei Ereignisse: Die Geschichte einer Person und die Geschichte der Gesellschaft, in der diese Person lebt.« (Maurice Dorès) John wurde im September 2000 in Arlington Heights in den USA geboren. Als er achtzehn Monate alt war, entwickelte er plötzlich epileptische Anfälle und wurde in ein Krankenhaus eingewiesen. Sein Gitterbett hatte gepolsterte Stäbe, war nach oben hin ver­ schlossen, ein Käfig. Über eine Klammer an seinem großen Zeh führte ein Kabel zu einem Monitor, 126/96 war darauf in roten Digitalziffern zu lesen. Unser vorher fröhliches, starkes und neu­ gieriges Kind lag schwach in diesem Käfigbett, tief erschöpft von Medikamenten, Untersuchungen und Krampfanfällen.
    [Show full text]
  • Autistics Speak
    Spectrum | Autism Research News https://www.spectrumnews.org OPINION Autistics speak BY VIRGINIA HUGHES 1 NOVEMBER 2011 A year ago, an Australian group launched an autism awareness and fundraising event called Communication Shutdown. The idea was simple: Neurotypical people would ignore social networking sites such as Facebook and Twitter for the entire day, to simulate and show support for people with autism who have trouble communicating. Celebrities such as astronaut Buzz Aldrin, actress Fran Drescher, and animal scientist and autism advocate Temple Grandin were all on board. But Corina Lynn Becker, an adult with autism who has a blog, wasn't at all happy about it. "A non-Autistic person still [has] the capability to text on their phones, and speak verbally, and so would not be totally comprehending the true reality of Autistic disability," she wrote. "Twitter and Facebook are two of the sites that actually allow Autistics to communicate and connect with others in the community, so I will not be disappearing from the Internet, as it is my lifeline." Becker teamed up with Kathryn Bjornstad, another blogger and adult with autism, to create an alternative event: Autistics Speaking Day, which encourages people to exploit the power of social networks to raise awareness and reject negative stereotypes about the disorder. Last year, the day was far larger than Becker ever envisioned, with more than 500 participants from across the world speaking out about autism — including many people with the disorder who were inspired to launch blogs simply because of the event. Today marks the second annual Autistics Speaking Day, which I think should be broadcast not only to the general public, but to autism researchers.
    [Show full text]
  • Understanding Autism
    Ouachita Baptist University Scholarly Commons @ Ouachita Honors Theses Carl Goodson Honors Program 2001 Combating an Elusive Enemy: Understanding Autism Brandy Ussery Ouachita Baptist University Follow this and additional works at: https://scholarlycommons.obu.edu/honors_theses Part of the Diseases Commons Recommended Citation Ussery, Brandy, "Combating an Elusive Enemy: Understanding Autism" (2001). Honors Theses. 156. https://scholarlycommons.obu.edu/honors_theses/156 This Thesis is brought to you for free and open access by the Carl Goodson Honors Program at Scholarly Commons @ Ouachita. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholarly Commons @ Ouachita. For more information, please contact [email protected]. "I believe that autism results when some sort of mechanism that controls emotions does not function properly, leaving an otherwise relatively nonnal body and mind unable to express themselves with the depth that they would otherwise be capable of."1 --Donna Williams, person with autism, author Autism is a disorder that affects one out of every one thousand children. It occurs more frequently in boys than in girls and brings with it complications that deprive those affected of a nom1al life. One such individual is a boy named Tyler Kubinski. Tyler is a twelve-year-old severely autistic child from Paragould, Arkansas. Tyler's world is limited by his inability to speak or communicate further than a scream or contorted laugh. He does not frighten or agitate easily but will strike out fiercely with his muscular legs or well-aimed spit to anyone nearby. Tyler does not interact with his brother or classmates in a personal way but spends hours every day running from room to room tearing up cardboard into pieces.
    [Show full text]
  • Shining the Light on Autism AEIOU Foundation Annual Report 2010/2011 Ii AEIOU Foundation Annual Report 2010-2011
    Shining the light on Autism AEIOU Foundation Annual Report 2010/2011 ii AEIOU Foundation Annual Report 2010-2011 Welcome to AEIOU... Shining the Light on Autism It’s been a challenging year for many That same year, AEIOU Foundation Registered office: Our reporting process Queenslanders, but here at AEIOU was established. It was the first N70 Recreation Road This is the second annual report submitted Foundation we never cease to be organisation of its kind, and Nathan, Qld, 4111 by AEIOU Foundation. This report amazed by the generosity we have continues to lead the way in Australia documents the Foundation’s financial, Telephone: 07 3320 7500 witnessed in our community. It’s also in providing best practice early operational and community performance Facsimile: 07 3277 5500 for the financial year ending 30 June 2011. incredible to celebrate the triumphant intervention to children with autism, We welcome your feedback on this report. milestones the children and families along with practical and caring Postal: PO Box 226 Nathan, Qld, 4111 To contact us, please phone 07 3320 7500 in our centres achieve every day. support for families. Today, with nine or visit www.aeiou.org.au. Email: [email protected] Because at the end of the day, our centres located across Queensland, Website: www.aeiou.org.au goal is a simple one: it is to make a we remain committed to raising difference to the lives of every child awareness and understanding about ABN: 19 135 897 255 autism, providing exemplary education with autism. AEIOU Foundation is a registered charity services and helping families to break (CH1818) under ‘The Collections Act’ of You might know that in 2005, a report the bubble of autism.
    [Show full text]
  • Facilitating Affective Engagement
    ENGAGING THE FEELING AND WILL OF CHILDREN WITH AUTISM THROUGH THE MEDIUM OF COLOUR by DIANA MARY PAULI A thesis submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education The University of Birmingham March 2004 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This is a case study of the role of feeling and will in interaction with children with autism. It investigates the use of changing colours of light for enhancement of engagement at this level. The research was carried out in a specially designed room where the whole interior colour could be changed using dimmer-controlled lights. 19 children aged between 8 and 17 years with a diagnosis of severe autism were involved in the study. Data were collected using video recordings, a research diary and small-scale informal interviews and were analysed by quantitative and qualitative methods. Three main stages were developed. These involved observations of behaviour of children in different colours of light, of children interacting directly with changing coloured light, and of intensive interaction augmented by changing colour moods.
    [Show full text]