Department of Psychology: academic staff

Office Rm. 1026, NEB
Telephone (+353) 091 495773
E-mail jennifer.hollowaynuigalway.ie

Dr. Jennifer Holloway, BA, PhD, BCBA-D

Jennifer Holloway graduated with a BA in Applied Psychology from University College Cork and a PhD from NUI, Maynooth. Jennifer is a certified Behaviour Analyst at doctoral level awarded by the Behaviour Analyst Certification Board® and has worked in the treatment of autism spectrum disorders and other developmental disorders for over thirteen years. Her clinical experience extends to include; early intensive behavioural intervention (EIBI), mainstream inclusion supports for individuals with developmental disorders and the provision of positive behaviour supports for individuals who present with challenging behaviour. Over the course of her career, she has directed a state funded school which implemented an Applied Behaviour Analysis (ABA) Education for children with Autism Spectrum disorders (ASD). She has also directed an EIBI centre for children with ASD. She has been very involved in the design and development of parent education programmes across the services she has worked with. Jennifer lectures on the MSc and structured PhD programmes in Applied Behaviour Analysis at NUIG. This programme aims to teach students the practical skills and theoretical underpinnings to support individuals with differential diagnosis. Jennifer is involved in the coordination of clinical supervision and placements for students within the MSc’s scientist practitioner model. She is a member of the Psychological Society of Ireland (PSI) and is the treasurer/secretary for the division of behaviour analysis (DBA) in Ireland.

Research Interests

• Fluency effects on academic and self-management repertoires of individuals with learning disabilities
• Investigating procedures for improving language skills in children with autism spectrum (ASD)
• Early Intensive Behavioural Intervention for children with ASD. Investigating treatment and client predictors of best outcomes.
• Investigating and developing family supports for children with developmental disorders (effects of parent education and sibling supports)
• Application of behaviour analysis to improve socially significant behaviour across populations and settings

Peer-reviewed Publications

• O’Connor, J., Barnes-Holmes, Y., & Barnes-Holmes, D. (2011). Establishing contextual Control over Symmetry and Asymmetry performances in typically developing children and children with autism. The Psychological Record, 61, 287-312
• Forde, I., Holloway, J., Healy, O., & Brosnan, J. (2011). A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children. Research in Autism Spectrum Disorders, 5, 1471-1478
• O'Connor, J., Rafferty, A., Barnes-Holmes, D., & Barnes-Holmes, Y. (2009). The role of verbal behavior, stimulus nameability, and familiarity on the equivalence performances of autistic and normally-developing children. The Psychological Record, 59, 53-74.
• O'Toole, C. A., Barnes-Holmes, D., Murphy, C., O'Connor, J., & Barnes-Holmes, Y. (2009). Relational flexibility and intelligence: Extending the remit of Skinner's Verbal Behavior. International Journal of Psychology and Psychological Therapy, 9, 1, 1-17
• McGarrell, M., Healy, O., Leader, G., O’Connor, J., & Kenny, N. (2009). Six reports of children with autism spectrum disorder following intensive behavioural intervention using Preschool Inventory of Repertoires for Kindergarten (PIRK®). Research in Autism Spectrum Disorders, 3 (3): 767-782
• Healy, O., Leader, G., O’Connor, J., & Kenny, N. (2008). Three years of intensive applied behaviour analysis: A case study. Journal of Early Intensive Behavioral Intervention, 4-22

Book Chapters

• O’ Toole, C., Murphy, C., Barnes-Holmes, D., & O’Connor, J. (2009). Teaching Flexible, Intelligent, and Creative Behavior. In R. A. Rehfeldt & Y. Barnes-Holmes (Eds.) Derived relational responding: Applications for children with autism and other developmental disorders. CA: New Harbinger.
• Leader, G., Healy, O., & O’Connor, J. (2009). Early Intensive Early Intervention in the Treatment of Autistic Spectrum Disorders. In Behavioral Theories for Autism (Reed, P, ed). Nova Science Publishers, Inc

Conference Presentations

• McCoy,A., & Holloway, J. (2011).The effects of self-monitoring on precision teaching outcomes for children with a diagnosis of Autism Spectrum Disorder (ASD). 5th DBA annual conference in Trinity
• Carter, H., Holloway, J., & Murray, C .(2011). Using a sibling to teach a male with autism a new communication system. 5th DBA annual conference in Trinity
• Collins, A., & Holloway, J. (2011). The effects of a Social Story procedure in comparison to a self editing procedure on the daily living skills for children with a diagnosis of Autism Spectrum Disorder (ASD). 5th DBA annual conference in Trinity
• Forde, I., O’Connor, J., Healy, O., & Brosnan, J. (2010). A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children. 40th PSI annual conference in Athlone
• Kelly, M., & O’Connor, J. (2009). Using Functional Communication Training to increase functional communication repertoires and decrease inappropriate behaviour for an 11-year-old boy with autism. DBA annual conference in Galway.
• Tsalagas, J., Healy, O., Murphy, O., & O’Connor, J. (2009). A method to increase self-initiated verbalizations in an early intervention behavioural program for autism spectrum disorder. DBA annual conference in Galway, 2009
• Carolan, T., O’Connor, J., Leader, G., & Healy, O. (2008). Decreasing delayed echolalia using a conditioned discriminative stimulus. Annual Conference of the Behaviour Analysis in Ireland Group, NUI Galway.
• Murray, C., & O’Connor, J. (2008). Increasing social verbal operants using script-fading procedure. Annual Conference of the Behaviour Analysis in Ireland Group, NUI Galway.
• Brady, S., & O’Connor, J. (2008). Increasing variety of food consumption using texture-fading procedures. Annual Conference of the Behaviour Analysis in Ireland Group, Trinity
• Healy, M., Healy, O., O’Connor, J., & Leader, G. (2008). Increasing spontaneous verbal operants in Children with ASD. Annual Conference of the Behaviour Analysis in Ireland Group, Trinity
• Murray, C., Healy, O., O’Connor, J., & Leader, G. (2008). Investigating the relationship between low operant variability and performance in Children with ASD. Annual Conference of the Behaviour Analysis in Ireland Group, NUI Galway.
• O’Connor, J., Healy, O., & Kenny, N. (2007). What is Possible- Three years of Applied Behaviour Analysis, a Case Study? Annual Conference of the Behaviour Analysis in Ireland Group, Trinity.
• O’ Doherty, S., Ryan, A., & O’Connor, J. (2007). Importance of Environmental Support for Escape Extinction Procedure to Decrease Escape Behaviour and Assaults of a 7-year old Boy. Annual Conference of the Behaviour Analysis in Ireland Group, Trinity College.
• Murphy, O., Healy, O., & O’Connor, J. (2007). A case study of a treatment package to eliminate tantrums and aggression. Annual Conference of the Behaviour Analysis in Ireland Group, Trinity College.
• O’Connor, J., Healy, O., & Kenny, N. (2006). Tracking progress over three years of a young child with autism receiving an early intensive education. Annual Conference of the Psychological Society of Ireland, Galway.
• Healy, O., & O’Connor, J. (2006). Designing, writing and applying curricula for children with ASD. Paper presented for the Red Door Conference, Trinity College.
• O’Connor, J., Barnes-Holmes, Y., & Barnes-Holmes, D. (2005). Establishing flexibility in responding in contextually controlled symmetry and asymmetry tasks in young children with autism. Paper presented at the Annual Conference of the Association for Behavior Analysis. Chicago, USA.
• O’Connor, J., Barnes-Holmes, D., & Barnes-Holmes, Y. (2004). Establishing generalized “goes with” and “does not go with” responding in young typically-developing children and children with autism. Paper accepted for the Annual Conference of the Psychological Society of Cork, Ireland.
• O’Connor, J., Barnes-Holmes, D., & Barnes-Holmes, Y. (2004). Using multiple exemplar training to establish generalized contextual control over symmetry and asymmetry. Paper presented at the Annual Conference the Experimental Analysis of Behaviour Group, London, England.
• O’Connor, J., Barnes-Holmes, D., & Barnes-Holmes, Y. (2004). The role of multiple exemplar training in symmetrical and asymmetrical responding in young children with autism. Paper accepted for the Annual Conference of the Association for Behavior Analysis. Boston, USA.
• Keohane, D., O’Connor, J., & Chan, G. (2004). Developing speaker as listener repertoires in young children with autism. Paper accepted for the Annual Conference of the Association for Behavior Analysis. Boston, USA.
• O’Connor, J., Chan, G. & Sweeney, C. (2004). Tactics for pre-listeners through early readers in a CABAS school. Paper accepted for the Annual Conference of the Association for Behavior Analysis. Boston, USA.
• Murphy, C., Barnes-Holmes, D., & O’Connor, J. (2004). Asking for it: using equivalence relations and derived transfer of functions to examine increasingly complex manding in six children diagnosed with autism. Paper accepted for the Annual Conference of the Association for Behavior Analysis. Boston, USA.
• O’Connor, J. CABAS®-curriculum design for individual learners. (2004). Paper accepted at the Annual Conference of the Irish Association of Teachers in Special Education, Drumcondra, Dublin, Ireland.
• O’Connor, J. (2003). Derived relational responding in children with autism. Paper presented at the First International CABAS Conference, New Jersey, USA.
• O’Connor, J. (2003). Teaching tactics used at the Dublin CABAS® school, Ireland. Paper presented at the First International CABAS Conference, New Jersey, USA.
• O’Connor, J., Barnes-Holmes, D., & Barnes-Holmes, Y. (2003). The effects of levels of verbal behaviour on the emergence of stimulus equivalence relations in young children with autism diagnoses. Paper presented for the Annual Conference of the Association for Behavior Analysis. San Francisco, USA.
• O’Connor, J., & Healy O. (2003). An overview of the teaching tactics used to mainstream children with a diagnosis of autism in the cabas® schools in Ireland. Paper presented for the Annual Conference of the Association for Behavior Analysis. San Francisco, USA.
• O’Connor, J. (2002). Teaching tactics used at the Dublin CABAS® school, Ireland. Paper presented for the Annual Conference of the Association for Behavior Analysis. Toronto, Canada.
• O’Connor, J. (2002). Results from CABAS® schools in Ireland. Paper presented at the Annual Conference of the Behaviour Analysis in Ireland Group, Maynooth, Ireland.
• O’Connor, J. Barnes-Holmes, D., & Barnes-Holmes, Y. (2002). Verbal ability, antecedents, stimulus familiarity and stimulus equivalence in children with a diagnosis of autism. Paper presented at the Annual Conference of the Behaviour Analysis in Ireland Group, Maynooth, Ireland.
• O’Connor, J., Barnes-Holmes, D., & Barnes-Holmes, Y. (2002). The role of levels of verbal behavior in the emergence of equivalence relations across arbitrary and non-arbitrary stimuli in children with a diagnosis of autism. Paper accepted for the Annual Conference the Experimental Analysis of Behaviour Group, London, England.
• O’Connor, J. (2001). An overview of the research underlining the CABAS® approach to education. Paper presented at the Annual Conference of the Psychological Society of Westport, Ireland.
• O’Connor, J. (2000). Effects of increased rate of presentation of the antecedent stimuli on academic performance in a child with autism. Paper presented at Annual Conference of the Experimental Analysis of Behaviour Group, Amiens, France

Symposia Convenor:

“Applications of Behaviour Analysis in Applied”. At the annual conference of the Division of Behaviour Analysis in Ireland, 2008

“Basic and Applied Research in Derived Relational Responding”. American Association of Behaviour Analysis, Boston, 2004

“Relational Responding, Observational Learning and Generalisation”. American Association of Behaviour Analysis, San Francisco, 2003

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