Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) / Maria MCGARRELL in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.767-782 Titre : Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) Type de document : texte imprimé Auteurs : Maria MCGARRELL, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Jennifer O’CONNOR, Auteur ; Neil KENNY, Auteur Année de publication : 2009 Article en page(s) : p.767-782 Langues : Anglais (eng) Mots-clés : Autism Intensive-behavioral-intervention PIRK® CABAS® Integration Index. décimale : PER Périodiques Résumé : The current study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) system and successfully integrated into mainstream education. The participants’ interventions followed curricular objectives from the Preschool Inventory of Repertoires for Kindergarten (PIRK®), an empirically validated assessment tool and curriculum which improves outcomes for children with ASD and prepares for mainstream integration. Each case study presents acquisition of curricular objectives, rates of learning annually and results of independent psychological measures throughout the intensive behavioral intervention. This paper examines the variables (age of treatment onset, duration of treatment, presence of stereotypy or challenging behaviors prior to treatment) which may have influenced the successful integration of these participants into mainstream education settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) [texte imprimé] / Maria MCGARRELL, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Jennifer O’CONNOR, Auteur ; Neil KENNY, Auteur . - 2009 . - p.767-782. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.767-782 Mots-clés : Autism Intensive-behavioral-intervention PIRK® CABAS® Integration Index. décimale : PER Périodiques Résumé : The current study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) system and successfully integrated into mainstream education. The participants’ interventions followed curricular objectives from the Preschool Inventory of Repertoires for Kindergarten (PIRK®), an empirically validated assessment tool and curriculum which improves outcomes for children with ASD and prepares for mainstream integration. Each case study presents acquisition of curricular objectives, rates of learning annually and results of independent psychological measures throughout the intensive behavioral intervention. This paper examines the variables (age of treatment onset, duration of treatment, presence of stereotypy or challenging behaviors prior to treatment) which may have influenced the successful integration of these participants into mainstream education settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools / Finbar HORGAN in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.526-538 Titre : A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools Type de document : texte imprimé Auteurs : Finbar HORGAN, Auteur ; Neil KENNY, Auteur ; Paula FLYNN, Auteur Article en page(s) : p.526-538 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  education services  qualitative research  school-age children Index. décimale : PER Périodiques Résumé : Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using ˜thematic synthesis’ and the validity of included studies was assessed using the ˜Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ˜Demands of mainstream placements’, ˜Social participation’ and ˜Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop. En ligne : http://dx.doi.org/10.1177/13623613221105089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools [texte imprimé] / Finbar HORGAN, Auteur ; Neil KENNY, Auteur ; Paula FLYNN, Auteur . - p.526-538. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.526-538 Mots-clés : adolescents  autism spectrum disorders  education services  qualitative research  school-age children Index. décimale : PER Périodiques Résumé : Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using ˜thematic synthesis’ and the validity of included studies was assessed using the ˜Critical Appraisal Skills Programme’ (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: ˜Demands of mainstream placements’, ˜Social participation’ and ˜Impacts on the student’. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop. En ligne : http://dx.doi.org/10.1177/13623613221105089 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

“Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland / Neil KENNY in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1724-1737 Titre : “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland Type de document : texte imprimé Auteurs : Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur Article en page(s) : p.1724-1737 Langues : Anglais (eng) Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland [texte imprimé] / Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur . - p.1724-1737. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1724-1737 Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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