Jessica Tupou

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Victoria University of Wellington

New Zealand

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Culturally responsive early intervention for tamariki Māori with takiwātanga/autism.

Open Date: 2021-01-01

Close Date: 2023-01-01

Articles (16)

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2025

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2020

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2020

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2020

Collaborators (6)

Laurie McLay

Senior Lecturer

University of Canterbury

NEW ZEALAND

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Grant Bruno

Assistant Professor

University of Alberta

CANADA

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Sarah Pillar

Lecturer

Edith Cowan University

AUSTRALIA

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Philip J Schluter

NEW ZEALAND

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Iliana Magiati

University of Western Australia

AUSTRALIA

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Hannah L. Waddington

Victoria University of Wellington

NEW ZEALAND

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Jessica Tupou

Research Interests

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Recent Grants

Articles (16)

‘I wouldn’t want one or the other’: Understanding parents’ preferences for direct support or parent coaching for young autistic children

Global Indigenous perspectives on autism and autism research: Colonialism, cultural insights and ways forward

Health service utilization among autistic youth in Aotearoa New Zealand: A nationwide cross-sectional study

Mortality risk among Autistic children and young people: A nationwide birth cohort study

Low-intensity parent- and clinician-delivered support for young autistic children in Aotearoa New Zealand: a randomised controlled trial

Experiences of whānau Māori caring for a young child on the autism spectrum

Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators

Community perspectives on support goals for young autistic children: A qualitative investigation

Teachers’ Perceptions of an Early Intervention Coaching Program

Exploring one Whānau Māori’s experience with an autism support program: a case study

Effects of a low-intensity Early Start Denver Model-based intervention delivered in an inclusive preschool setting

Māori and autism: A scoping review

Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers with Autism Spectrum Disorder

Meta-analysis supports naturalistic developmental behavioral interventions as a promising approach for improving a range of outcomes for children with autism spectrum disorder<sup>1</sup>

Peer-mediated Early Start Denver Model “playdates” for a young child with autism spectrum disorder: a case study

Effects of a low-intensity Early Start Denver Model-based intervention delivered in an inclusive preschool setting

Collaborators (6)

Laurie McLay

Grant Bruno

Sarah Pillar

Philip J Schluter

Iliana Magiati

Hannah L. Waddington

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