{"id":{"repo_id":"otago-polytech","oai_identifier":"oai:researchbank.ac.nz:10652/7073"},"canonical_url":"https://search.dev.ndltd.org/etd/otago-polytech/oai:researchbank.ac.nz:10652/7073","repository":{"repo_id":"otago-polytech","name":"Otago Polytechnic","base_url":"https://www.researchbank.ac.nz/server/oai/request"},"display":{"title":"Joe's Horses","abstract":"This exegesis investigates potentially impactful design elements in literature designed for children with attention deficit hyperactivity disorder (ADHD). The study centres around 269 children with an ADHD diagnosis in Aotearoa New Zealand, utilising an action research approach centred around a book designed specifically for this investigation, called ‘Joe's Horses’. The study focuses on the investigation of design elements used in the book which were included to test their efficacy in engaging this population, aiming to enhance the length of time they spent paying attention to their reading. Through an observation of the time spent by children with ADHD paying attention to the book, the study reveals some possible trends in the reading habits of the children in the sample. This exegesis draws upon the existing literature on ADHD and education and aligns with the growing interest in understanding the experiences of these learners and finding effective ways to support them in their pursuits. This research contributes to the ongoing discourse on ADHD education by providing commentary on the potential impact of tailored design elements. The findings offer a starting point for considering insights for researchers and practitioners seeking to enhance the reading experiences of these children. The design elements in Joe’s Horses offer insights consistent with some of the children in the sample and will not suit all children with ADHD.","abstract_html":"This exegesis investigates potentially impactful design elements in literature designed for children with attention deficit hyperactivity disorder (ADHD). The study centres around 269 children with an ADHD diagnosis in Aotearoa New Zealand, utilising an action research approach centred around a book designed specifically for this investigation, called ‘Joe's Horses’. The study focuses on the investigation of design elements used in the book which were included to test their efficacy in engaging this population, aiming to enhance the length of time they spent paying attention to their reading. Through an observation of the time spent by children with ADHD paying attention to the book, the study reveals some possible trends in the reading habits of the children in the sample. This exegesis draws upon the existing literature on ADHD and education and aligns with the growing interest in understanding the experiences of these learners and finding effective ways to support them in their pursuits. This research contributes to the ongoing discourse on ADHD education by providing commentary on the potential impact of tailored design elements. The findings offer a starting point for considering insights for researchers and practitioners seeking to enhance the reading experiences of these children. The design elements in Joe’s Horses offer insights consistent with some of the children in the sample and will not suit all children with ADHD.","abstract_has_math":false,"creators":["Phillips, Lisa"],"institution":"Otago Polytechnic","degree_name":"Doctor of Professional Practice","degree_level":"Doctoral","degree_discipline":"Public Health","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T20:28:17Z","subjects":["ADHD","literature","reading","engagement","connection"],"languages":["en"],"rights":["CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10652/7073","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Phillips, Lisa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-13T01:19:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-13T01:19:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Public Health"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Professional Practice"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Otago Polytechnic"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","literature","reading","engagement","connection"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10652/7073"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This exegesis investigates potentially impactful design elements in literature designed for children with attention deficit hyperactivity disorder (ADHD). The study centres around 269 children with an ADHD diagnosis in Aotearoa New Zealand, utilising an action research approach centred around a book designed specifically for this investigation, called ‘Joe's Horses’. The study focuses on the investigation of design elements used in the book which were included to test their efficacy in engaging this population, aiming to enhance the length of time they spent paying attention to their reading. Through an observation of the time spent by children with ADHD paying attention to the book, the study reveals some possible trends in the reading habits of the children in the sample. This exegesis draws upon the existing literature on ADHD and education and aligns with the growing interest in understanding the experiences of these learners and finding effective ways to support them in their pursuits. This research contributes to the ongoing discourse on ADHD education by providing commentary on the potential impact of tailored design elements. The findings offer a starting point for considering insights for researchers and practitioners seeking to enhance the reading experiences of these children. The design elements in Joe’s Horses offer insights consistent with some of the children in the sample and will not suit all children with ADHD."]},{"key":"dc:title","label":"Title","values":["Joe's Horses"]}]}],"canonical_facts":{"dc:creator":["Phillips, Lisa"],"dc:date.accessioned":["2026-01-13T01:19:17Z"],"dc:date.available":["2026-01-13T01:19:17Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This exegesis investigates potentially impactful design elements in literature designed for children with attention deficit hyperactivity disorder (ADHD). The study centres around 269 children with an ADHD diagnosis in Aotearoa New Zealand, utilising an action research approach centred around a book designed specifically for this investigation, called ‘Joe's Horses’. The study focuses on the investigation of design elements used in the book which were included to test their efficacy in engaging this population, aiming to enhance the length of time they spent paying attention to their reading. Through an observation of the time spent by children with ADHD paying attention to the book, the study reveals some possible trends in the reading habits of the children in the sample. This exegesis draws upon the existing literature on ADHD and education and aligns with the growing interest in understanding the experiences of these learners and finding effective ways to support them in their pursuits. This research contributes to the ongoing discourse on ADHD education by providing commentary on the potential impact of tailored design elements. The findings offer a starting point for considering insights for researchers and practitioners seeking to enhance the reading experiences of these children. The design elements in Joe’s Horses offer insights consistent with some of the children in the sample and will not suit all children with ADHD."],"dc:identifier.uri":["https://hdl.handle.net/10652/7073"],"dc:language.iso":["en"],"dc:rights":["CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International"],"dc:subject":["ADHD","literature","reading","engagement","connection"],"dc:title":["Joe's Horses"],"dc:type":["Doctoral Thesis"],"thesis:degree_discipline":["Public Health"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Professional Practice"],"thesis:institution_name":["Otago Polytechnic"]},"updated_at":"2026-07-27T20:28:17Z"}