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Détail de l'auteur
Auteur Olive HEALY |
Documents disponibles écrits par cet auteur (22)
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A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder / Lorna FLYNN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lorna FLYNN, Auteur ; Olive HEALY, Auteur Année de publication : 2012 Article en page(s) : p.431-441 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Social skills Self-help skills Index. décimale : PER Périodiques Résumé : Deficits in social skills and self-help skills present significant challenges for individuals diagnosed with autism spectrum disorders (ASD). Much research in Applied Behavior Analysis (ABA) has been devoted to treatments for deficits in social skills and there exist a number of extensive reviews on the research in this area. Some research has also been conducted in the treatment of self-help skills although no comprehensive reviews of this research have been conducted. A combined acquisition of social and self-help kills is required by individuals diagnosed with ASD for successful independent living in society. The current literature review provides a comprehensive investigation and examination of studies focused on interventions for deficits in social skills or self-help skills in those with ASD. Twenty-two studies that met the inclusion criteria were chosen. Studies were categorised based on intervention. Key studies were defined as studies that added something novel to the literature, rather than replicating previous research. Each study was then evaluated on a number of aspects. All studies showed positive outcomes. Strengths, limitations and future recommendations are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.431-441[article] A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder [Texte imprimé et/ou numérique] / Lorna FLYNN, Auteur ; Olive HEALY, Auteur . - 2012 . - p.431-441.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.431-441
Mots-clés : Autism spectrum disorder Social skills Self-help skills Index. décimale : PER Périodiques Résumé : Deficits in social skills and self-help skills present significant challenges for individuals diagnosed with autism spectrum disorders (ASD). Much research in Applied Behavior Analysis (ABA) has been devoted to treatments for deficits in social skills and there exist a number of extensive reviews on the research in this area. Some research has also been conducted in the treatment of self-help skills although no comprehensive reviews of this research have been conducted. A combined acquisition of social and self-help kills is required by individuals diagnosed with ASD for successful independent living in society. The current literature review provides a comprehensive investigation and examination of studies focused on interventions for deficits in social skills or self-help skills in those with ASD. Twenty-two studies that met the inclusion criteria were chosen. Studies were categorised based on intervention. Key studies were defined as studies that added something novel to the literature, rather than replicating previous research. Each study was then evaluated on a number of aspects. All studies showed positive outcomes. Strengths, limitations and future recommendations are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland / Olivia MURPHY in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
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Titre : Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Olivia MURPHY, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2009 Article en page(s) : p.474-482 Langues : Anglais (eng) Mots-clés : Autism Intellectual-disability Challenging-behavior Risk-factors Index. décimale : PER Périodiques Résumé : The aim of this study was to identify risk factors for the occurrence of challenging behavior along with the specific topographies of challenging behavior shown by a sample of children with autism spectrum disorder in Ireland. The occurrence of challenging behavior was examined in comparison with the following variables: gender, age, level of intellectual disability, type of intervention and the hours of intervention being received. The Behavior Problems Inventory – 01 was used to gather data for 157 participants. Results indicated that 64.3% (n = 101) of the participants showed challenging behavior, with a high co-occurrence across categories of behavior. The present study found no correlation between age and gender and the presence of challenging behavior. Findings in relation to level of intellectual disability, type and hours of intervention received are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.474-482[article] Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland [Texte imprimé et/ou numérique] / Olivia MURPHY, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2009 . - p.474-482.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.474-482
Mots-clés : Autism Intellectual-disability Challenging-behavior Risk-factors Index. décimale : PER Périodiques Résumé : The aim of this study was to identify risk factors for the occurrence of challenging behavior along with the specific topographies of challenging behavior shown by a sample of children with autism spectrum disorder in Ireland. The occurrence of challenging behavior was examined in comparison with the following variables: gender, age, level of intellectual disability, type of intervention and the hours of intervention being received. The Behavior Problems Inventory – 01 was used to gather data for 157 participants. Results indicated that 64.3% (n = 101) of the participants showed challenging behavior, with a high co-occurrence across categories of behavior. The present study found no correlation between age and gender and the presence of challenging behavior. Findings in relation to level of intellectual disability, type and hours of intervention received are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709 Salivary cortisol levels and challenging behavior in children with autism spectrum disorder / Sinéad LYDON in Research in Autism Spectrum Disorders, 10 (February 2015)
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Titre : Salivary cortisol levels and challenging behavior in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sinéad LYDON, Auteur ; Olive HEALY, Auteur ; Michelle ROCHE, Auteur ; Rebecca HENRY, Auteur ; Teresa MULHERN, Auteur ; Brian M. HUGHES, Auteur Article en page(s) : p.78-92 Langues : Anglais (eng) Mots-clés : Autism Stress Cortisol Challenging behavior Stereotypy Repetitive behavior Index. décimale : PER Périodiques Résumé : A relationship between stress and challenging behavior in individuals with autism spectrum disorder (ASD) has been theorized but infrequently examined empirically. The current study sought to examine the relationship between a parent-reported measure of stress, a physiological measure of stress (diurnal salivary cortisol), and various topographies of challenging behavior among 61 children and adolescents diagnosed with ASD between the ages of three and 18 years. Significant differences in cortisol levels between those engaging in high and low rates of stereotyped behavior were observed such that higher levels of stereotypy appeared an overt manifestation of higher levels of stress. A comparison between a subset of participants with ASD and typically developing peers matched on age, gender, and pubertal status failed to yield any differences in diurnal cortisol levels or cortisol variability between the two groups. The results of the current study suggest that similar levels of stress may exist among children with autism and their typically developing peers, but that for a subset of individuals with ASD, stereotyped behavior may be an indicator of elevated cortisol levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.78-92[article] Salivary cortisol levels and challenging behavior in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Sinéad LYDON, Auteur ; Olive HEALY, Auteur ; Michelle ROCHE, Auteur ; Rebecca HENRY, Auteur ; Teresa MULHERN, Auteur ; Brian M. HUGHES, Auteur . - p.78-92.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.78-92
Mots-clés : Autism Stress Cortisol Challenging behavior Stereotypy Repetitive behavior Index. décimale : PER Périodiques Résumé : A relationship between stress and challenging behavior in individuals with autism spectrum disorder (ASD) has been theorized but infrequently examined empirically. The current study sought to examine the relationship between a parent-reported measure of stress, a physiological measure of stress (diurnal salivary cortisol), and various topographies of challenging behavior among 61 children and adolescents diagnosed with ASD between the ages of three and 18 years. Significant differences in cortisol levels between those engaging in high and low rates of stereotyped behavior were observed such that higher levels of stereotypy appeared an overt manifestation of higher levels of stress. A comparison between a subset of participants with ASD and typically developing peers matched on age, gender, and pubertal status failed to yield any differences in diurnal cortisol levels or cortisol variability between the two groups. The results of the current study suggest that similar levels of stress may exist among children with autism and their typically developing peers, but that for a subset of individuals with ASD, stereotyped behavior may be an indicator of elevated cortisol levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Sensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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Titre : Sensory integration therapy for autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur Année de publication : 2012 Article en page(s) : p.1004-1018 Langues : Anglais (eng) Mots-clés : Sensory integration Autism Weighted vests Proprioceptive Vestibular Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018[article] Sensory integration therapy for autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur . - 2012 . - p.1004-1018.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018
Mots-clés : Sensory integration Autism Weighted vests Proprioceptive Vestibular Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 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)
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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 et/ou numérique 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
in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.767-782[article] Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) [Texte imprimé et/ou numérique] / 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 Spontaneous communication in autism spectrum disorder: A review of topographies and interventions / Cormac DUFFY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe analysis and treatment of problem behavior evoked by auditory stimulation / Sarah DEVLIN in Research in Autism Spectrum Disorders, 2-4 (October 2008)
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