Authors Cayleigh Dunworth Dearbhaile Mahon Jenny McSharry – University of Galway Dr. Jennifer Holloway – ASK- All Special Kids Centre Abstract In Ireland, the provision of behavior support services has developed following the introduction of Health Information and Quality Authority (2013) standards and the regulation of Positive Behavior Support (PBS) under the Health Act (2007). The purpose of this study was to explore what factors facilitate and act as barriers to implementation of behavioral recommendations in Intellectual Disability organizations from

Authors Devon Ramey Emma Craig Ciara Gunning – University of Galway Dr. Jennifer Holloway – ASK- All Special Kids Centre Abstract Behaviors occur in chains. Upon analysis of a given challenging behavior, the response rarely occurs without the appearance of lesser problematic behaviors linked to the target behavior. In many instances, these may also be viewed as maintaining behaviors. This chapter covers the literature on this topic, along with strategies on how to identify and treat these responses. Behaviors occur

Authors Dr. Lorna Barry – ASK- All Special Kids Dr. Jennifer Holloway – ASK- All Special Kids Centre Jennifer Mcmahon – University of Limerick   Abstract Teachers are responsible for providing effective education for children with autism, and a range of evidence-based practices (EBPs) have been linked to better outcomes. Teacher perspectives on the implementation of EBPs are essential in understanding why a research-to-practice gap in the field of autism education persists. This study examines mainstream teachers’ perspectives through one-to-one

Abstract Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that

Authors Cressida Pacia – University of Galway Ciara Gunning – University of Galway Aoife Mc Tiernan – University of Galway Dr. Jennifer Holloway – ASK- All Special Kids Centre Abstract and Figures Parent engagement in early behavioral intervention is essential to achieving meaningful intervention outcomes. However, parents may experience multiple barriers to engagement. The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS) was developed to help practitioners assess families’ barriers and facilitators, individualize their intervention, and respond to stressors using

Authors Cressida Pacia – University of Galway Jennifer Holloway – ASK- All Special Kids Centre Ciara Gunning – University of Galway Helena Lee – University of Galway Abstract Social communication deficits are a core symptom of autism spectrum disorder (ASD). The present paper reviews 54 studies evaluating social communication interventions delivered by parents and siblings to children with ASD under 6 years old. Fifty studies evaluated parent-mediated intervention, and four studies evaluated sibling-mediated intervention. Fourteen studies evaluated interventions using telehealth.

Authors Emma Lundy Olive Healy Devon Ramey Trish Carolan Rhona Dempsey Dr. Jennifer Holloway Abstract Although functional analysis is a widely researched tool for determining behavioral function, traditional formats are associated with limitations that often preclude their incorporation into practice. The interview-informed synthesized contingency analysis (IISCA) was developed to address such limitations. This study investigated the effectiveness and efficiency of the IISCA in determining the function of problem behavior for three non-vocal children with autism spectrum disorder and intellectual disabilities

Authors Marina Ringwald Barbara Klein Angela Riccio Helena Lydon Foteini Paschou Maurizio Panzironi Francesca Schettini Mariagrazia D’Ippolito Donatella Mattia Dr. Jennifer Holloway Aoife Mc Tiernan Ciara Gunning Abstract The possibilities of digital technologies for people with disabilities or the older population are wide-ranging, but in order for all people to be able to participate in an increasingly „digital world“, it is important to qualify professionals and organizations so that they are able to support, advise and help with potential risks.

Authors Dearbhaile Mahon – University of Galway Edith Walsh – Athlone Institute of Technology Dr. Jennifer Holloway – ASK- All Special Kids Centre Helena Lydon – University of Galway Abstract and Figures Behaviour support plans (BSPs), if accurately implemented, have been found to increase skills and decrease challenging behaviour of individuals with intellectual and developmental disabilities. Training is essential for staff to acquire the skills necessary for accurate implementation. The aim of this systematic literature review was to evaluate procedures

Authors Amanda Nally – Griffith University Dr. Jennifer Holloway – ASK- All Special Kids Centre Helena Lydon – University of Galway Olive Healy – Trinity College Dublin Abstract Children with autism spectrum disorder (ASD) are considered an at-risk population for reading delays and challenges. In recent years, there has been emerging support for the computer-assisted instruction (CAI) Headsprout with respect to reading outcomes in children with ASD. CAI, often used within classrooms, is designed using automated and carefully sequenced instruction.

Authors Nicole Hanna – Purdue University Helena Lydon -University of Galway Dr. Jennifer Holloway – ASK- All Special Kids Centre Dr. Lorna Barry – ASK- All Special Kids Abstract and Figures Social skill interventions have become increasingly popular in recent times, as well as the use of technology to deliver and aid interventions for the autism spectrum disorder (ASD) population. Little research exists on the use of apps to teach social skills to individuals with ASD, in particular the behaviour

Authors Dr. Lorna Barry – ASK- All Special Kids Dr. Jennifer Holloway – ASK- All Special Kids Centre Stephen Gallagher – University of Limerick Jennifer Mcmahon – University of Limerick Abstract and Figures This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher’s use of EBPs. Figures – uploaded by Jennifer McmahonRead more

Authors Dr. Lorna Barry – ASK – All Special Kids Dr. Jennifer Holloway – ASK- All Special Kids Centre Stephen Gallagher – University of Limerick Jennifer Mcmahon – University of Limerick Abstract This research was conducted with mainstream school teachers in the Republic of Ireland to examine their use and knowledge of EBPs for students with autism. Read more

Authors Ciara Gunning – University of Galway Dr. Jennifer Holloway – ASK- All Special Kids Centre Abstract and Figures Supporting social competence in early childhood is associated with the development of friendships, positive outcomes across developmental domains, and preventing challenges in later life. However, within social skills interventions to improve social competence, identifying and selecting target social skills that are likely to be functional within a child’s environment represent a complex challenge. In the current research, descriptive analysis was employed