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Auteur Laura KELLY |
Documents disponibles écrits par cet auteur (2)
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An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder / Laura KELLY in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura KELLY, Auteur ; Jennifer HOLLOWAY, Auteur Année de publication : 2015 Article en page(s) : p.182-192 Langues : Anglais (eng) Mots-clés : Fluency training Behavioral Momentum Tacts Verbal behavior Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract The study aimed to evaluate the effectiveness of the fluency intervention, Behavioral Momentum (BM), on acquisition of tacts and associated fluency outcomes in three children with Autism Spectrum Disorder (ASD). A multiple probe design across stimulus sets was utilized to investigate the outcomes of Behavioral Momentum for the acquisition, retention, stability, endurance, and application of tacts learned to a fluency aim. In the intervention phase, children were required to complete a Behavioral Momentum exercise consisting of the presentation of a sequence of high probability tacts followed immediately by the presentation of low probability tacts delivered within 1 min timings. The results demonstrated positive fluency outcomes on low probability tacts across all children. The practical implications of the study are discussed in terms of the use of Fluency Training for children with ASD within the educational setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.182-192[article] An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Laura KELLY, Auteur ; Jennifer HOLLOWAY, Auteur . - 2015 . - p.182-192.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.182-192
Mots-clés : Fluency training Behavioral Momentum Tacts Verbal behavior Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract The study aimed to evaluate the effectiveness of the fluency intervention, Behavioral Momentum (BM), on acquisition of tacts and associated fluency outcomes in three children with Autism Spectrum Disorder (ASD). A multiple probe design across stimulus sets was utilized to investigate the outcomes of Behavioral Momentum for the acquisition, retention, stability, endurance, and application of tacts learned to a fluency aim. In the intervention phase, children were required to complete a Behavioral Momentum exercise consisting of the presentation of a sequence of high probability tacts followed immediately by the presentation of low probability tacts delivered within 1 min timings. The results demonstrated positive fluency outcomes on low probability tacts across all children. The practical implications of the study are discussed in terms of the use of Fluency Training for children with ASD within the educational setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 "I'm able to function better when I know there's a beginning and an end time": Autistic adolescents' experiences of lockdowns during the COVID-19 pandemic / Laura KELLY ; Sue MESA in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : "I'm able to function better when I know there's a beginning and an end time": Autistic adolescents' experiences of lockdowns during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Laura KELLY, Auteur ; Sue MESA, Auteur Année de publication : 2023 Langues : Anglais (eng) Mots-clés : Autism COVID-19 lockdown young people anxiety qualitative methods Index. décimale : PER Périodiques Résumé : Background and AimsSurvey research indicates that autistic children and young people experienced high levels of anxiety and isolation during lockdowns in response to the coronavirus disease 2019 (COVID-19) pandemic. Meanwhile, qualitative studies suggest that there may have been some benefits in the switch to home learning for this population. However, the majority of evidence to date comes from parent reports; the current study aimed to triangulate the perspectives of autistic youth and their parents in order to more fully understand the impact of periods of lockdown on education, relationships, and wellbeing.MethodsThirteen semistructured interviews were conducted (six with adolescents, seven with parents) to explore the experiences of a group of autistic youth aged 13-14 years (Year 9 of mainstream education in England) during a period of intermittent lockdown. Data were analysed using reflexive thematic analysis.ResultsTwo broad themes capturing commonality and diversity in the adolescents' experiences of lockdown were developed. (1) "Different stress, not less stress" encapsulates the finding that, despite the enforced removal from the school environment providing short-term relief, new stressors contributed to consistently high levels of anxiety for the young people throughout lockdown periods. Stressors included managing home-school within the family unit, navigating time without boundaries, and anxiety about the virus. (2) "A shrunken world" reflects the heightened impact of losing access to meaningful social relationships, extracurricular pursuits, and health-promoting activities for autistic youth.DiscussionThe early stages of the global response to the COVID-19 pandemic caused serious disruption to education for many children and young people globally; our findings provide further evidence that the impact was particularly salient for autistic youth in terms of social isolation, lost learning, and heightened anxiety.ImplicationsThese findings underscore the necessity of long-term support for the education, social needs, and mental health of autistic young people in the aftermath of lockdowns in response to COVID-19. En ligne : https://dx.doi.org/10.1177/23969415231159552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] "I'm able to function better when I know there's a beginning and an end time": Autistic adolescents' experiences of lockdowns during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Laura KELLY, Auteur ; Sue MESA, Auteur . - 2023.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : Autism COVID-19 lockdown young people anxiety qualitative methods Index. décimale : PER Périodiques Résumé : Background and AimsSurvey research indicates that autistic children and young people experienced high levels of anxiety and isolation during lockdowns in response to the coronavirus disease 2019 (COVID-19) pandemic. Meanwhile, qualitative studies suggest that there may have been some benefits in the switch to home learning for this population. However, the majority of evidence to date comes from parent reports; the current study aimed to triangulate the perspectives of autistic youth and their parents in order to more fully understand the impact of periods of lockdown on education, relationships, and wellbeing.MethodsThirteen semistructured interviews were conducted (six with adolescents, seven with parents) to explore the experiences of a group of autistic youth aged 13-14 years (Year 9 of mainstream education in England) during a period of intermittent lockdown. Data were analysed using reflexive thematic analysis.ResultsTwo broad themes capturing commonality and diversity in the adolescents' experiences of lockdown were developed. (1) "Different stress, not less stress" encapsulates the finding that, despite the enforced removal from the school environment providing short-term relief, new stressors contributed to consistently high levels of anxiety for the young people throughout lockdown periods. Stressors included managing home-school within the family unit, navigating time without boundaries, and anxiety about the virus. (2) "A shrunken world" reflects the heightened impact of losing access to meaningful social relationships, extracurricular pursuits, and health-promoting activities for autistic youth.DiscussionThe early stages of the global response to the COVID-19 pandemic caused serious disruption to education for many children and young people globally; our findings provide further evidence that the impact was particularly salient for autistic youth in terms of social isolation, lost learning, and heightened anxiety.ImplicationsThese findings underscore the necessity of long-term support for the education, social needs, and mental health of autistic young people in the aftermath of lockdowns in response to COVID-19. En ligne : https://dx.doi.org/10.1177/23969415231159552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518