Dr Christopher Rayner

Dr Belinda Leto

Academic Director, Professional Experience

Christopher is a lecturer for the National Institute for Christian Education and an adjunct lecturer for Alphacrucis College in 'Inclusive Education.'

Qualifications

PhD (University of Tasmania) 2011

GradCertEd (University of Tasmania) 2008

BTeach (Middle School) (University of Tasmania) 2004

BSci (University of Tasmania) 2004

Book

  • 2017
    • Rayner, C. (2017). Video Learning Profiles: Pilot Study Report. University of Tasmania: Hobart. | External link
  • 2016
    • Owen, C., McCann, D., Rayner, C., Devereaux, C., Sheehan, F., and Quarmby, L. (2016). Supporting students with autism spectrum disorder in higher education. National Centre for Student Equity in Higher Education, Curtin University: Perth, WA.

Book Chapter

  • 2014
    • Rayner, C. (2014). Video-based intervention for individuals with autism: Impacts of imitation skills and model types In N. Fitzallen, S. Fan & R. Reaburn (eds.), The Future of Educational Research (pp. ). Sense Publishers: Netherlands.
  • 2013
    • Rayner, C. (2013). The power of one: Using single-case research designs to inform evidence based practice In T. Le (Ed.), Conducting research in a changing and challenging world (pp. ). Nova Science: New York.

Journal Article

  • 2019
    • Garrad, T., Rayner, C., & Pedersen, S. (2019). Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders. The Journal of Research in Special Educational Needs, Vol. 19, No. 1 58-67. | Link to journal
  • 2018
    • Rayner, C. (2018). Inclusive education: What does it mean for Christian learning communities into the future?. The Christian Teachers Journal, Vol. 26, No. 1 18-23.
  • 2017
    • Round, A., Baker, W.J., & Rayner, C. (2017). Using visual arts to encourage children with Autism Spectrum Disorder to communicate their feelings and emotions. Open Journal of Social Sciences, Vol. 5, No. 10 90-108. | Link to journal
  • 2016
    • Rayner, C. & Swabey, K. (2016). Chaplains' perspectives on their work in Tasmanian government schools. International Journal of Christianity & Education, Vol. 20, No. 3 199-219.
  • 2015
    • Rayner, C. (2015). Video-based intervention for children with autism: Towards improved assessment of prerequisite imitation skills. Developmental Neurorehabilitation, Vol. 18, No. 2 113-121.
    • Jarman, B. & Rayner, C. (2015). Asperger’s and girls: What teachers need to know. Australasian Journal of Special Education, Vol. 39, No. 2 128-142.
  • 2014
    • Muir, T., Allen, J., Rayner, C., & Cleland, B. (2014). Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life. Journal of Interactive Media in Education, Vol. 1, No. 3.
    • Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study. Asia-Pacific Journal of Teacher Education, Vol. 42, No. 3 212-227.
  • 2013
    • Rayner, C. (2013). The finding that three children with ASD were taught to use an iPad PECS app was conclusive, though one participant retained a preference for use of the traditional PECS book. Evidence-based communication assessment and intervention, Vol. 7, No. 2 68-72.
    • Rayner, C. & Allen, J. (2013). Using online video-recorded interviews to connect the theory and practice of inclusive education in a course for pre-service teachers. Australasian Journal of Special Education, Vol. 37, No. 2 107-124.
    • Roche, L., Sigafoos, J., Lancioni, G., O'Reilly, M., van de Meer, L., Achmadi, D., Green, V., Kagohara, D., Sutherland, D., Rayner, C. & Marschik, P. (2013). Comparing tangible symbols, picture exchange, and a direct selection response for enabling two boys with developmental disabilities to access preferred stimuli. Journal of Developmental and Physical Disabilities, Vol. 26, No. 3 249-261.
  • 2011
    • Rayner, C. (2011). Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability. Developmental Neurorehabilitation, Vol. 14, No. 6 331-338.
    • Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation, Vol. 14, No. 6 339-347.
  • 2010
    • Rayner, C. (2010). Video-modelling to improve task completion in a child with autism. Developmental Neurorehabilitation, Vol. 13, No. 3 225-230.
  • 2009
    • Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, Vol. 3, No. 2 291-303.

Research and Professional Grants

  • 2019
    • Contract Research [Team member]: Making Launceston a Child Friendly City: What do children think?, $5000, Anglicare Tasmania
    • Discovery Project [Team member]: Sibling influence on development of children with autism spectrum disorder, $490000, Australian Research Council
    • [Individual Grant, sole CI]: Portable touch-screen technologies in the education of children with autism, $14000, University of Tasmania: Grant-Research Enhancement (REGS)
    • (Lead CI in collaborative partnership): Contract Research - Video Learning Profiles, $4000, Department of Education, Professional Learning Institute
    • [Team member]: Supporting students with Autism Spectrum Disorder in Higher Education, $29000, National Centre for Student Equity in Higher Education, Curtin University
  • 2018
    • New Voice in Educational Leadership, Australian Council for Educational Leadership (ACEL)
  • 2013
    • Teaching Merit Certificate, University of Tasmania
  • 2012
    • Faculty of Education Research Merit Certificate, University of Tasmania
    • Teaching Merit Certificate, University of Tasmania
  • 2011
    • Teaching Merit Certificate, University of Tasmania
  • 2005
    • Early Career Research Award, School of Education

Current Supervision

  • None
    • PhD Candidate, Dual Enrolment Arrangements across mainstream and Special Schools in Australia: The perspectives of educators, allied health professionals, parents, and dual enrolled students (Doctoral Thesis)
    • PhD Candidate, Environments to Decrease Loneliness amongst People with Intellectual Disability (Doctoral Thesis)
    • PhD Candidate, How Prepared are Principals for the Task of Leadership in Faith Based Schools? (Doctoral Thesis)
    • PhD Candidate, Inclusive Education in Practice in Australia and Teacher Preparedness: A lesson for Ghana (Doctoral Thesis)
    • PhD Candidate, Teachers' Attitudes Toward the Inclusion of Students with autism spectrum disorder at Levels 1,2 & 3 (Doctoral Thesis)
    • PhD Candidate, Technological Collaboration: Teachers, parents, and allied health professionals supporting students with autism spectrum disorder through information communication technology (Doctoral Thesis)
    • PhD Candidate, The Education of Girls with Asperger's Syndrome (Doctoral Thesis)

Completed Supervision

  • 2015
    • Somerton, M. I., Reading Between the Lines: An intervention concerning reading comprehension, students with high functioning Autism Spectrum Disorder, and the design of educational software for mobile technologies (Doctoral Thesis), 2015

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