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Auteur Lorcan KENNY |
Documents disponibles écrits par cet auteur (6)
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Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks / Lorcan KENNY in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks Type de document : Texte imprimé et/ou numérique Auteurs : Lorcan KENNY, Auteur ; Anna REMINGTON, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.3169-3181 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Cognition Executive Function Humans Memory, Short-Term Neuropsychological Tests Young Adult Cognitive ability NIH-EXAMINER battery Index. décimale : PER Périodiques Résumé : Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory). En ligne : http://dx.doi.org/10.1007/s10803-021-05034-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3169-3181[article] Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks [Texte imprimé et/ou numérique] / Lorcan KENNY, Auteur ; Anna REMINGTON, Auteur ; Elizabeth PELLICANO, Auteur . - p.3169-3181.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3169-3181
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Cognition Executive Function Humans Memory, Short-Term Neuropsychological Tests Young Adult Cognitive ability NIH-EXAMINER battery Index. décimale : PER Périodiques Résumé : Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory). En ligne : http://dx.doi.org/10.1007/s10803-021-05034-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Drawing Firmer Conclusions: Autistic Children Show No Evidence of a Local Processing Bias in a Controlled Copying Task / Alastair D. SMITH in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
[article]
Titre : Drawing Firmer Conclusions: Autistic Children Show No Evidence of a Local Processing Bias in a Controlled Copying Task Type de document : Texte imprimé et/ou numérique Auteurs : Alastair D. SMITH, Auteur ; Lorcan KENNY, Auteur ; Anna RUDNICKA, Auteur ; Josie BRISCOE, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.3481-3492 Langues : Anglais (eng) Mots-clés : Autism Drawing Global Local Coherence Grouping Index. décimale : PER Périodiques Résumé : Drawing tasks are frequently used to test competing theories of visuospatial skills in autism. Yet, methodological differences between studies have led to inconsistent findings. To distinguish between accounts based on local bias or global deficit, we present a simple task that has previously revealed dissociable local/global impairments in neuropsychological patients. Autistic and typical children copied corner elements, arranged in a square configuration. Grouping cues were manipulated to test whether global properties affected the accuracy of reproduction. All children were similarly affected by these manipulations. There was no group difference in the reproduction of local elements, although global accuracy was negatively related to better local processing for autistic children. These data speak against influential theories of visuospatial differences in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2889-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3481-3492[article] Drawing Firmer Conclusions: Autistic Children Show No Evidence of a Local Processing Bias in a Controlled Copying Task [Texte imprimé et/ou numérique] / Alastair D. SMITH, Auteur ; Lorcan KENNY, Auteur ; Anna RUDNICKA, Auteur ; Josie BRISCOE, Auteur ; Elizabeth PELLICANO, Auteur . - p.3481-3492.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3481-3492
Mots-clés : Autism Drawing Global Local Coherence Grouping Index. décimale : PER Périodiques Résumé : Drawing tasks are frequently used to test competing theories of visuospatial skills in autism. Yet, methodological differences between studies have led to inconsistent findings. To distinguish between accounts based on local bias or global deficit, we present a simple task that has previously revealed dissociable local/global impairments in neuropsychological patients. Autistic and typical children copied corner elements, arranged in a square configuration. Grouping cues were manipulated to test whether global properties affected the accuracy of reproduction. All children were similarly affected by these manipulations. There was no group difference in the reproduction of local elements, although global accuracy was negatively related to better local processing for autistic children. These data speak against influential theories of visuospatial differences in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2889-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school / Janina BREDE in Autism & Developmental Language Impairments, 2 (January-December 2017)
[article]
Titre : Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school Type de document : Texte imprimé et/ou numérique Auteurs : Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Autism & Developmental Language Impairments > 2 (January-December 2017)[article] Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school [Texte imprimé et/ou numérique] / Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 2 (January-December 2017)
Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 "The key to this is not so much the technology. It's the individual who is using the technology": Perspectives on telehealth delivery for autistic adults during the COVID-19 pandemic / Dorota ALI in Autism, 27-2 (February 2023)
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Titre : "The key to this is not so much the technology. It's the individual who is using the technology": Perspectives on telehealth delivery for autistic adults during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Dorota ALI, Auteur ; Sarah O’BRIEN, Auteur ; Laura HULL, Auteur ; Lorcan KENNY, Auteur ; Will MANDY, Auteur Année de publication : 2023 Article en page(s) : p.552-564 Langues : Anglais (eng) Mots-clés : autism mental health physical health service delivery telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic prompted a large-scale move to remote delivery of healthcare services. However, little research has directly explored telehealth experiences of autistic adults, a population strongly affected by health inequalities and care access barriers. This study sought telehealth experiences of 11 autistic adults (aged 27 “67 years), seven family members/carers (aged 44 “75) reporting about autistic people and six service providers. In-depth qualitative interviews were conducted with all participants, which were then thematically analysed. Two over-arching themes identified were technology aids communication and access “ except when it doesn’t, and in/flexibility, with a number of sub-themes. The themes, on one hand, highlighted positives of telehealth delivery, including easing some aspects of communication and decreased stress and, on the other hand, negatives, such as increased rigidity of the healthcare system, amplifying pre-existing barriers. Considering autistic people experience barriers to accessing healthcare, this study highlights such barriers could be, in some instances, addressed via remote delivery, as well as possible limitations of telehealth for some autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221108010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.552-564[article] "The key to this is not so much the technology. It's the individual who is using the technology": Perspectives on telehealth delivery for autistic adults during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Dorota ALI, Auteur ; Sarah O’BRIEN, Auteur ; Laura HULL, Auteur ; Lorcan KENNY, Auteur ; Will MANDY, Auteur . - 2023 . - p.552-564.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.552-564
Mots-clés : autism mental health physical health service delivery telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic prompted a large-scale move to remote delivery of healthcare services. However, little research has directly explored telehealth experiences of autistic adults, a population strongly affected by health inequalities and care access barriers. This study sought telehealth experiences of 11 autistic adults (aged 27 “67 years), seven family members/carers (aged 44 “75) reporting about autistic people and six service providers. In-depth qualitative interviews were conducted with all participants, which were then thematically analysed. Two over-arching themes identified were technology aids communication and access “ except when it doesn’t, and in/flexibility, with a number of sub-themes. The themes, on one hand, highlighted positives of telehealth delivery, including easing some aspects of communication and decreased stress and, on the other hand, negatives, such as increased rigidity of the healthcare system, amplifying pre-existing barriers. Considering autistic people experience barriers to accessing healthcare, this study highlights such barriers could be, in some instances, addressed via remote delivery, as well as possible limitations of telehealth for some autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221108010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes / Abigail CROYDON in Autism & Developmental Language Impairments, 4 (January-December 2019)
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Titre : "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes Type de document : Texte imprimé et/ou numérique Auteurs : Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes [Texte imprimé et/ou numérique] / Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Which terms should be used to describe autism? Perspectives from the UK autism community / Lorcan KENNY in Autism, 20-4 (May 2016)
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