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(Pre-Intervention: Home Status & Struggles, Post-Intervention:…
Pre-Intervention: Home Status & Struggles
Non-compliance with instructions
Completes simple household chores
Uncooperative / non-listening behaviour
Avoids academic tasks (reading/writing)
Non-compliance with learning tasks at home
Improved reading completion
Persisting difficulty with writing
Homework left incomplete
Difficulty producing correct responses
Difficulty completing tasks
Work left incomplete when frustrated
Seeks acknowledgement for completed work
Low expectations due to limited literacy
Perceived progress in writing
Improvement attributed to individualised strategy
Post-Intervention: Motivation & Emerging Independence
Self-initiated reminder to complete tasks
Increased self-directed task follow-through
New independent skill acquisition
Retained and applies learned steps independently
Returns to and completes task independently after breaks
Transfers reminder into self-reminder
Increased cooperation compared to before
Continued need for parental presence
Uncertainty about full independence
Limited demonstrated confidence in full independence
Pre-Intervention: Emotional Reactions
Mood-dependent compliance
Mood-conditional task engagement
Fluctuating mood
Happy mood linked to cooperation
Emotional outburst / discarding materials
Anger triggered by refusal of requests
Physical aggression toward parent
Emotional outbursts in social settings
Anger expressed through destructive behaviour
Pride / happiness upon completion
Post-Intervention: Behavioral Changes
Mood-dependent helping behaviour
Withdrawal when mood is low
Past refusal / defiance around writing
Behaviour still mood-dependent
Non-compliance linked to poor mood
Past emotional distress when forced
Reward-linked happiness near completion
Visible pride / happiness at task completion
Reduced avoidance of assigned work
Pre-Intervention: Baseline Collaboration
Homework given by teachers goes unfinished
Teachers withhold homework due to non-completion
Differentiated (reduced) homework expectations
Reduced homework expectations from school
Teacher communication via group chat
Regular two-way communication with teachers
Play-based approach used by teachers
School support perceived as helpful for literacy
One-to-one teaching model valued
Post-Intervention: Experience & Application
Applied taught step-by-step technique (maths)
Step-by-step instruction seen as effective
Clear step-by-step instructions needed for writing
Parent explains steps for activities
Learning sequential steps through observation (cooking)
Observational / modelled learning of steps
Explicit sequential instructions given
Ongoing step-by-step explanation required
Pre-Intervention: Home Distractions
Inconsistent attention to task quality
Dislike/avoidance of literacy materials
Distraction / non-response during preferred activity
Off-task wandering / hiding behaviour
Preference for drawing over academic tasks
Off-task response when interrupted / sad
Task abandonment when disturbed
Sensitivity to noise as distractor
Pre-Intervention: High Support Strategies at Home
Parental effort invested
Applies step-by-step guidance as a support strategy
Parent provides full support for tasks
Child dependent on parental help
Parent assists with task completion
Hands-on support strategy (model-making)
Parent supports preparation of school materials
Post-Intervention: Evolved Partnership
SEN Coordinator's targeted support yields progress
Limited follow-through on home-teaching due to non-compliance
Teacher's direct guidance benefits parent and child
Child able to recall / relay classroom teaching
Consistency between school and home seen as beneficial
Video updates from SEN Coordinator support collaboration
Ongoing communication keeps parent informed
Recommendations for Future Support
Step explanation identified as key requirement
Suggestion: one-to-one care is essential
Suggestion: teachers should explain steps directly to parents
Suggestion: need for more trained teachers
Suggestion: parents need to be taught how to support tasks
Suggestion: broaden focus to life / vocational skills
Pre-Intervention: Understanding
Selective use of step-by-step approach (reading only)
Sequential step-by-step instruction (laundry)
Step-by-step demonstration seen as effective
Observational learning of steps
Belief in importance of step-by-step method
Post-Intervention: Observed Changes & Progress
Persisting non-compliance at home
Observed improvement in writing
Completing teacher-assigned worksheets
Reduced homework due to non-writing
Subject-specific improvement and preference (Maths)
Post-Intervention: On-Task Behaviour
Limited sustained attention span
Self-regulated breaks during tasks
On-task behaviour linked to good mood
Parent Interview Mind Map: Pre- vs. Post-Intervention
Theme 1: Task Analysis
Theme 2: Task Completion
Theme 3: Attention and Focus
Theme 4: Support & Independence
Theme 5: Emotional & Behavioural Responses
Theme 6: Parent-Teacher Collaboration
Theme 7: Post-Intervention Challenges & Suggestions