Professor Shelly Lane
Professor
School of Health Sciences
- Email:shelly.lane@newcastle.edu.au
- Phone:(02) 4913 8101
Senses working overtime
Whether studying the neural mechanisms underlying diagnostic conditions or trialing novel clinical interventions, Professor Shelly Lane has dedicated her research career to understanding and minimising the negative impact of developmental deficits in children.
Joining the University of Newcastle in mid-2015, Shelly brings her long and productive research legacy and administrative experience to the School of Health Sciences. She continues to contribute to an understanding of sensory integration and processing, the development of praxis, and the impact of trauma on development.
Her research focuses on children who are at risk of developmental delays because of autism, attention deficit, premature birth or any number of things that create developmental risk concerns.
Informed by an in-depth knowledge of neuroscience, Shelly's expertise centres around three practical areas in this arena, the first being defining age norms related to the diagnostic criteria for children with dyspraxia.
Her second area of focus is understanding and minimising the negative impact of sensory integration and processing difficulties in children.
And the third is utilising a sensory-based approach to improve outcomes for young children who have experienced early trauma.
BRAIN FOUNDATIONS
Shortly after graduating as an occupational therapist, Shelly became convinced that further study was needed to inform her clinical practice.
Awarded her PhD from the University of Texas Health Science Center, San Antonio, she investigated the impact of drug dependence and withdrawal on second messenger systems in the cerebellum using an animal model.
"My PhD work gave me a great foundation in neuroscience, allowing me to read the literature without being afraid of it," Shelly laughs.
A two-year post-doctoral fellowship at the UCLA Neuropsychiatric Institute followed, where she worked with Dr Edward Ornitz to examine the startle reflex in children with Attention Deficit Hyperactivity Disorder (ADHD) and autism.
"That work was about sensory processing, and how children with diagnostic conditions like ADHD and autism reacted to sound," Shelly explains.
"There are kids who seem to be over-responsive to sound or touch or movement or other sensations, and those who appear under-responsive. And, it is often context related, which can be confusing. In one environment, home for instance, a child may appear under-responsive to sound and not notice when someone calls his or her name. In another environment, the grocery store perhaps, the same child may cover their ears against the sounds of people talking, flouro lights buzzing, carts rolling…"
"Further research in this area has shown that children with difficulties processing sensation have faulty filtering mechanisms, meaning their response to sensory input results in their inability to predict or anticipate it."
THE WEIGHT OF IMPACTS
The impact of sensory processing difficulties on children cannot be underestimated, and Shelly reports that people describe over-responsivity as "painful".
"If you are over sensitive to touch, it hurts when people touch you," she observes. "Or with loud sounds, some people cover their ears because it hurts. They categorise the level of central activation as pain."
The long term impact of sensory responsiveness differences is unknown. There is some research suggesting over-responsivity may diminish with age, but much more information is needed for us to be certain.
Shelly compares the possible consequences of these impacts to those of dyspraxia, another of her focal points. With dyspraxia messages from the brain to the body may be misinterpreted, causing difficulties in knowing how to move, and in planning movement. Overall behavioural organization can be problematic.
"As a child with dyspraxia, you may have oral motor, gross motor and/or fine motor clumsiness, meaning that speech, play, and school tasks may be problematic" she imparts.
"You have a hard time socially, and you have a hard time in school from an organisational, playground and gym class perspective."
"If it stretches out longer and longer then it impacts on life choices. There are activities you avoid because they require more coordination than you feel you have, and professions that you would not even consider, because you would not be able to manage them."
Following on from UCLA, Shelly held a joint clinical/academic position at the University of Alabama, Birmingham, and as Director of Occupational Therapy at the University's Sparks Center for Developmental and Learning Disorders.
The University of Edmonton in Alberta, Canada was Shelly's next stop. Here she completed locally funded research on the developmental sequelae of preterm birth.
An appointment at State University of New York in Buffalo came next, where Shelly looked at the developmental sequalae from prenatal drug exposure in human babies.
"I worked in a clinic looking after children who had been prenatally exposed to cocktails of drugs," she says.
"We looked at the developmental outcomes of those kids."
LET'S PLAY
While at Buffalo, Shelly also worked with colleagues in examining the use of assistive technology to promote the development of play in young children with delays.
"For children with significant physical disabilities, like Cerebral Palsy or Spina Bifida, therapists tend to make the primary caregiver, mother or father, into the “home” therapist," Shelly conveys.
"From then on, every single moment with the caregiver focuses on sitting, balance and reach and grasp - completely losing sight of play."
"We decided to approach this project from a play perspective."
CHANGING THE FOCUS OF THERAPY
With funding from the US Department of Education, Shelly and her Let's Play! Project team put together a library of toys and assistive technology tools for families to borrow. A suite of resources created for caregivers and therapists is still being accessed today.
"We incorporated therapy into activities that were enjoyable, and used assistive technology to make play easier," Shelly says.
"We received great feedback from caregivers who were able to simply play with, and enjoy being with their child again."
Moving on to Virginia Commonwealth University, Shelly held the position of Chair of Occupational Therapy, and Assistant Dean of Research before concentrating on her research.
Overseeing the set up at the state-of-the-art Sensory Processing and Stress Evaluation (SPASE) Laboratory, she and her team completed several studies on sensory processing disorders.
"We were able to find a million dollar endowment for the lab so it was hard to leave behind," Shelly reveals. During her work at Virginia, Shelly worked on a project utilising a sensory-based approach for preschoolers who had experienced early trauma. Working side-by-side with both a counsellor and a teacher, this team implemented an approach that capitalised on a sensory-based foundation, child and parent counselling, and strengths-based teaching.
THE PRAXIS PUZZLE PIECE
Linked with the SPASE lab, Shelly also worked with colleagues on establishing age norms for the development of ideational and ideomotor praxis in young children.
This work has synergies with Shelly's colleague, Associate Professor Alison Lane. Alison has identified specific sensory subtypes in children with Autism Spectrum Disorder (ASD). "Alison and I share an interest in sensory processing," Shelly affirms.
"We'll work together to look at early identification and use her sensory subtyping model, but also add that praxis piece in."
Shelly is also collaborating with others at UON. She has joined a team of researchers headed up by Dr Jennifer St. George, studying Father-Child Play, and is working with A/Prof Alison Lane and her team investigating self-regulation strategies in children with autism.
"I'm looking forward to working with some new faces on new perspectives."
Find out more
- Priority Research Centre for Brain and Mental Health (CBMHR)
- Priority Research Centre for Physical Activity and Nutrition (PAC-PAN)
- Information about completing a PhD or MPhil in Occupational Therapy
Senses working overtime
Professor Shelly Lane has clinical and research expertise in paediatrics, specifically striving to understand the interplay between physiologic responses and
Career Summary
Biography
Career summary
Shelly J Lane is a Professor of Occupational Therapy. Her occupational therapy career began as a clinician, working with young children in the public schools in the USA. Having decided she did not fully understand the neural underpinnings of the challenges facing these students, Prof Lane entered a PhD program in Anatomy and Cell Biology, with a focus on neuroscience. Her doctoral work investigated the impact of drug dependence and withdrawal on second messenger systems in the cerebellum. After completing her doctoral work Prof Lane completed a two-year post-doctoral fellowship at the UCLA Neuropsychiatric Institute, working with Dr. Edward Ornitz to examine the startle reflex in children with Attention Deficit Hyperactivity Disorder.
On completing her post-doctoral work, Prof Lane held a joint clinical/academic position at the University of Alabama, Birmingham and the Sparks Centre; Prof Lane was the Director of Occupational Therapy at the Sparks Centre. Moving on from this position, Prof Lane began a robust research career, examining correlates, mechanisms, and interventions for children at high risk for developmental challenges. She engaged in locally funded research on the developmental sequelae of preterm birth at the University of Edmonton, Edmonton, Alberta, Canada, the impact of prenatal substance exposure on development in young children at the State University of New York at Buffalo (UB), Buffalo, NY. While at UB Prof Lane also received local funding for examining the use of assistive technology to promote the development of play in young children with delays. This project later became a multi-year, multi-disciplinary, funded study (US Department of Education) focused on the development of a unique model of intervention that included a toy and assistive technology lending library. Although this project ended several years ago, the Let’s Play! materials developed by this multi-disciplinary teach, for caregivers and therapists, continue to be available on the web.
Prof Lane moved to Virginia Commonwealth University (VCU) where she served as Department Chair for 9 years and Assistant Dean for Research for 4 years, and conducted research studying neurophysiologic correlates of sensory processing in children with autism and/or attention deficit hyperactivity disorder. At VCU she established the Sensory Processing and Stress Evaluation (SPASE) Laboratory where she and her team completed several studies on sensory processing disorders. Linked with this lab, Prof Lane worked with other colleagues on establishing age norms for the development of ideational and ideomotor praxis in young children. Other recent work includes expansion of a program working with pre-schoolers who experienced early trauma to include sensory processing approaches.
Prof Lane joined the University of Newcastle in July, 2015, and hopes to continue to contribute to an understanding of sensory integration and processing, the development of praxis, and the impact of trauma on development.
Qualifications
• Bachelor of Allied Health, Occupational Therapy, The Ohio State University, Columbus, OH, USA
• PhD, Department Anatomy and Cell Biology (emphasis: neuroscience), University of Texas Health Science Center, San Antonio, San Antonio, TX, USA
Qualifications
- Doctor of Philosophy, University of Texas
- Bachelor of Science, Ohio State University - USA
Keywords
- Autism spectrum disorder
- attention deficit hyperactivity disorder
- children
- developmental dyspraxia
- developmental trauma disorder
- electrodermal response
- heart rate variability
- neurodevelopmental disability
- paediatric occupational therapy
- sensory integration and processing
- sensory processing disorders
Languages
- English (Mother)
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 170112 | Sensory Processes, Perception and Performance | 50 |
| 110321 | Rehabilitation and Therapy (excl. Physiotherapy) | 50 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Professor | University of Newcastle School of Health Sciences Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/08/2009 - 30/06/2015 |
Professor Research, teaching and service position. Served as Assistant Dean for Research for the School of Allied Health for 5 years, conducted research on the development of praxis in children and the neurophysiology of sensory modulation disorders. Engaged in a community engagement project with the Circle Preschool, working to integrate sensory strategies into a program for preschoolers who had experienced trauma, abuse, and neglect. Mentored PhD and OTD students, serving as major professor for several projects. |
Virginia Commonwealth University Occupational Therapy United States |
| 1/08/1996 - 30/07/2009 |
Professor and Chair Leadership and management of the Department of Occupational Therapy; teaching Neuroscience Applications to Occupational Therapy, Grant Writing and Project Management, and aspects of pediatrics and medical conditions courses. Engaged in research examining neurophysiological aspects of sensory modulation deficits. |
Virginia Commonwealth University Occupational Therapy United States |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (4 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2011 | Lane SJ, Bundy AC, Kids Can Be Kids: A Childhood Occupations Approach, F.A. Davis, Philadelphia, PA, 704 (2011) | ||
| 2002 | Bundy AC, Lane SJ, Murray EA, Sensory Integration: Theory and Practice, FA Davis, Philadelphia, PA, USA, 528 (2002) | ||
| 1999 | Porr SM, Rainville EB, Pediatric Therapy: A Systems Approach, FA Davis, Philadelphia, PA, USA, 607 (1999) | ||
| Show 1 more book | |||
Chapter (37 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2014 | Lane SJ, Reynolds S, 'Sensory modulation', Interventions in autism: Exploring the spectrum of autism, 2nd ed, Hamill Institute on Disabilities, Austin, TX 57-88 (2014) | ||||
| 2013 |
Lane SJ, Roley SS, Champagne T, 'Sensory integration and processing: Theory and applications to occupational performance', Willard and Spackman's Occupational Therapy: Twelfth Edition 816-868 (2013)
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| 2012 | Lane SJ, 'Is it contagious? medical conditions and occupational therapy', Kids can be Kids: a Childhood Occupations Approach, F. A. Davis, Philadelphia, PA 417-436 (2012) [B1] | ||||
| Show 34 more chapters | |||||
Journal article (62 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2017 |
Benevides TW, Carretta HJ, Ivey CK, Lane SJ, 'Therapy access among children with autism spectrum disorder, cerebral palsy, and attention-deficit¿hyperactivity disorder: a population-based study', Developmental Medicine and Child Neurology, 59 1291-1298 (2017) [C1] © 2017 Mac Keith Press Aim: This study examined cross-sectional population-based rates in reported need and unmet need for occupational, physical, and speech therapy services in c... [more] © 2017 Mac Keith Press Aim: This study examined cross-sectional population-based rates in reported need and unmet need for occupational, physical, and speech therapy services in children with autism spectrum disorder (ASD) compared with children with attention-deficit¿hyperactivity disorder (ADHD) and cerebral palsy (CP). Method: The 2005¿2006 and 2009¿2010 (USA) National Survey of Children with Special Health Care data sets were used to compare therapy need and unmet need among children younger than 18 years with ASD (n=5178), ADHD (n=20 566), and CP (n=1183). Bivariate approaches and multivariate logistic regression using imputed data were used to identify associations between child and family characteristics, and access to therapy services. Results: After adjusting for other variables, children with ASD had a significantly greater likelihood of having an unmet therapy need compared with children with ADHD (odds ratio [OR] 1.66, 95% confidence interval [CI] 1.36¿2.03), but a similar unmet need as children with CP (OR 1.30, 95% CI 0.97¿1.74). Factors associated with unmet need included survey year, younger child age, no health insurance, and increased functional and behavioral difficulties. Interpretation: Children in our sample had greater unmet therapy needs in 2009 than in 2005. Caregiver-reported reasons for unmet need included cost and school resources. Research examining future trends in therapy access are warranted for children with ASD and CP. What this paper adds: Children with complex diagnoses of autism spectrum disorder and cerebral palsy had reported unmet need for therapy services. High costs of therapy were the primary reported reason contributing to reduced access among children.
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| 2017 |
Beaudry-Bellefeuille I, Lane SJ, 'Examining Sensory Overresponsiveness in Preschool Children With Retentive Fecal Incontinence', AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 71 (2017) [C1]
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| 2017 |
Reynolds S, Burgess ME, Hymowitz N, Snyder DJ, Lane SJ, 'Fungiform Papilla Number and Olfactory Threshold Assessment in Males With and Without Barth Syndrome', Chemosensory Perception, 10 60-68 (2017) [C1] © 2017, Springer Science+Business Media, LLC. Introduction: Barth syndrome is a rare X-linked genetic disorder caused by a mutation or deletion of the tafazzin gene. Approximately... [more] © 2017, Springer Science+Business Media, LLC. Introduction: Barth syndrome is a rare X-linked genetic disorder caused by a mutation or deletion of the tafazzin gene. Approximately 50¿70% of affected males have family-reported feeding issues that affect eating habits and/or restrict dietary intake. Research to date suggests that these feeding problems may be related to differences in responsivity to taste and smell stimuli. The purpose of this study was to use indices of chemosensory function to study differences in food-related sensation and anatomy in males with and without Barth syndrome. Methodology: A cross-sectional two-group comparison design was used. Participants included 34 males with Barth syndrome between 5 and 34¿years of age and 34 age-matched controls. Measures included the number of fungiform papillae on the anterior dorsal surface of the tongue and scores on the Sniffin¿ Sticks olfactory threshold test. Results: Fungiform papilla counts did not differ significantly between males with and without Barth syndrome, suggesting that altered oral anatomy does not contribute to reported taste and feeding problems in this population. Olfactory thresholds significantly differed between groups; the Barth syndrome sample had a lower threshold for odor detection, indicating greater olfactory sensitivity. These objective measures match self-report data from the Barth syndrome population indicating that they perceive themselves as having a heighted sense of smell compared to others. Conclusions: This study supports previous behavioral research indicating that olfactory sensitivity is heightened in the Barth syndrome population. Although differences in oral anatomy did not occur, previous research suggests that specific oral sensory cues (e.g., bitterness, texture) may be especially salient in Barth syndrome. Implications: Since this is the first study to identify differences in odor threshold in the Barth syndrome population, findings should be corroborated with future research. These efforts should include odor, taste, and tactile cues at both threshold and suprathreshold concentrations. Results suggest, however, that interventions to address feeding and dietary needs of the Barth syndrome population should consider how food-related stimuli can be modified in order to facilitate appetite and reduce food refusal.
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| 2017 |
Beaudry Bellefeuille I, Booth DF, Lane S, 'Defecation-specific behavior in children with functional defecation issues: A systematic review', The Permanente Journal, 21 (2017) [C1]
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| 2017 |
Philpott-Robinson K, Lane SJ, Korostenski L, Lane AE, 'The impact of the Neonatal Intensive Care Unit on sensory and developmental outcomes in infants born preterm: A scoping review', British Journal of Occupational Therapy, 80 459-469 (2017) [C1] © 2017, © The Author(s) 2017. Introduction: Preterm infants admitted to the Neonatal Intensive Care Unit are at higher risk of poor neurodevelopmental and sensory outcomes. There ... [more] © 2017, © The Author(s) 2017. Introduction: Preterm infants admitted to the Neonatal Intensive Care Unit are at higher risk of poor neurodevelopmental and sensory outcomes. There is interest in establishing whether elements of the Neonatal Intensive Care Unit sensory environment may influence the sensory and overall development of these infants. Method: The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the sensory elements of the Neonatal Intensive Care Unit, and their short- and long-term influence on preterm infants. This scoping review is underpinned by the six-stage framework by Arksey and O¿Malley. Results: There are few studies that have directly examined the influence of the Neonatal Intensive Care Unit environment upon the sensory and developmental outcomes of infants born preterm, in infancy. The findings of the studies included in this review suggest that the Neonatal Intensive Care Unit sensory environment may alter developmental trajectories of preterm infants. However, low-quality evidence exists in this field, with much of the literature being preliminary. Conclusion: Further experimental studies are required that combine multiple methods of assessment to more rigorously understand the sensory characteristics of the Neonatal Intensive Care Unit, and their relationship with developmental outcomes across early childhood.
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| 2017 |
Ryan K, Lane SJ, Powers D, 'A multidisciplinary model for treating complex Trauma in early Childhood', International Journal of Play Therapy, 26 111-123 (2017) [C1] © 2017 Association for Play Therapy. Current neurodevelopmental research suggests that chronic and highly stressful environments and experiences, occurring during early developmen... [more] © 2017 Association for Play Therapy. Current neurodevelopmental research suggests that chronic and highly stressful environments and experiences, occurring during early development, have a strong negative impact on the neural architecture and overall brain development in young children. Evidence based practice suggests interventions which provide safe, relational, playful, regulatory directed, and repetitive sensory/motor qualities, geared to the developmental age of the child, will best meet child and family needs. Optimally meeting the needs of these children and their caregivers with a neurobiologically based approach requires a multidisciplinary team approach. Here we describe our multidisciplinary practice model and present the case of a "graduate" of our program. Our model is based on Perry's neurosequential model of therapeutics approach to clinical reasoning, and emphasizes the healing power of safe relationships and the use of regulatory activities designed to activate specific brain regions. We also incorporate trauma informed play therapy to support relationship building and self-regulation, strengths-based and trauma informed early childhood education, occupational therapy emphasizing sensory integration for self-regulation, and caregiver therapy. We suggest that this multidisciplinary, multifaceted model of intervention for preschoolers with serious emotional disorders related to the developmental trauma is healing to both the child and caregiver and assists the child to reenter the educational system with more adaptive selfregulation tools and social emotional tools.
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| 2016 |
Beaudry-Bellefeuille I, Lane SJ, Ramos-Polo E, 'The Toileting Habit Profile Questionnaire: Screening for sensory-based toileting difficulties in young children with constipation and retentive fecal incontinence', Journal of Occupational Therapy, Schools, and Early Intervention, 9 163-175 (2016) [C1] © 2016 Taylor & Francis. This study examined the face and preliminary content validity of the Toileting Habit Profile Questionnaire, a tool designed to screen for sensory-ba... [more] © 2016 Taylor & Francis. This study examined the face and preliminary content validity of the Toileting Habit Profile Questionnaire, a tool designed to screen for sensory-based defecation difficulties in children. A panel of experts reviewed a pilot version of the questionnaire and responded to probe questions. Two reviewers conducted direct content analysis of responses; 100% agreement was reached. Experts demonstrated a high degree of agreement and their input was useful in establishing this tool for initial research and clinical use. The Toileting Habit Profile Questionnaire appears to capture behaviors that are consistent with problematic toileting behaviors, particularly as they relate to sensory overreactivity.
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| 2015 |
Lane S, Mailloux Z, Reynolds S, Roley SS, 'Patterns of sensory integration dysfunction in specific populations: Evidence-based identification', OT Practice, 20 CE-1-CE-8 (2015) © 2015, American Occupational Therapy Association, Inc. All rights reserved. Evidence-based occupational therapy practice is informed during the evaluation by using assessments th... [more] © 2015, American Occupational Therapy Association, Inc. All rights reserved. Evidence-based occupational therapy practice is informed during the evaluation by using assessments that characterize clients¿ strengths, abilities, and participation challenges; guide recommendations for intervention; and allow identification of meaningful and desired outcomes. Patterns of sensory integration (SI) function and dysfunction, originally identified by Ayres (Ayres, 1979/2005; Mailloux et al., 2011; Parham & Mailloux, 2015), through numerous factor and cluster analyses of test scores in a variety of populations, have been further characterized over time. Originating with theoretical links between SI functions and occupational performance, Ayres conducted studies that showed data-based patterns that were consistent, even as specific evaluation tools evolved and developed. Research on these identified patterns of function and dysfunction informed further theory development and elucidated our understanding of the various constructs that serve to support the validity of SI theory and practice. In this article, we review the identified patterns of SI function and dysfunction based on historic and current analyses; examine the links between certain patterns of SI dysfunction in various diagnostic and clinical groups, including children with conditions such as attention deficit hyperactivity disorder, autism spectrum disorder, and hearing loss addressed through cochlear implants; and review the way in which theoretical models informed by this theory and research allow further examination through research and in practice. |
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| 2015 |
Schaaf RC, Schoen SA, May-Benson TA, Parham LD, Lane SJ, Roley SS, Mailloux Z, 'State of the science: A roadmap for research in sensory integration', American Journal of Occupational Therapy, 69 (2015) [C1] This article builds on the work of Case-Smith and colleagues and proposes a roadmap to guide future research in occupational therapy. To foster best practice in the application of... [more] This article builds on the work of Case-Smith and colleagues and proposes a roadmap to guide future research in occupational therapy. To foster best practice in the application of principles and practices of sensory integration (SI), the pillars of practice, advocacy, and education are identified as elements that provide the foundation for research. Each pillar ensures that SI research is conducted in a rigorous and relevant manner. To this end, achievements to date are discussed, with proposed goals presented for each pillar. Finally, the roadmap builds on the pillars and outlines implications for occupational therapy with the overarching theme that a wide array of scientists, educators, therapists, and service recipients will be needed to ensure that those who may benefit most have access to intervention that is evidence based, theory driven, and provided within the highest standards of service delivery.
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| 2014 |
Schaaf RC, Burke JP, Cohn E, May-Benson TA, Schoen SA, Roley SS, et al., 'State of measurement in occupational therapy using sensory integration.', Am J Occup Ther, 68 e149-e153 (2014)
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| 2014 |
Ivey CK, Lane SJ, May-Benson TA, 'Interrater Reliability and Developmental Norms in Preschoolers for the Motor Planning Maze Assessment (MPMA)', AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 68 539-545 (2014)
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| 2014 |
Lane SJ, Ivey CK, May-Benson TA, 'Test of Ideational Praxis (TIP): Preliminary Findings and Interrater and Test-Retest Reliability With Preschoolers', AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, 68 555-561 (2014)
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| Show 59 more journal articles | ||||||||
Conference (29 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2015 | Lane SJ, Odom M, 'Effect of engagement in sensory-based tasks on autonomic nervous system activity and attention', Nashville, TN (2015) | ||
| 2015 | Lane SJ, Mailloux Z, Reynolds S, Smith R, 'Current evidence-based identification patterns of sensory integrative dysfunction in specific populations', Nashville, TN (2015) | ||
| 2015 | Lane SJ, Ivey CK, Pearce E, 'The Living Laboratory® Model: building university and museum collaborations for research', Nashville, TN (2015) | ||
| Show 26 more conferences | |||
Grants and Funding
Summary
| Number of grants | 17 |
|---|---|
| Total funding | $1,143,965 |
Click on a grant title below to expand the full details for that specific grant.
20171 grants / $100,000
Do sensory symptoms impact outcomes of the Alert Program for children with Autism Spectrum Disorder?$100,000
Funding body: Hunter Medical Research Institute
| Funding body | Hunter Medical Research Institute |
|---|---|
| Project Team | Associate Professor Alison Lane, Professor Shelly Lane, Professor Ulli Schall, Doctor Linda Campbell |
| Scheme | Project Grant |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1701354 |
| Type Of Funding | C3120 - Aust Philanthropy |
| Category | 3120 |
| UON | Y |
20161 grants / $5,944
2016 International Visitor from University of North Carolina, Chapel Hill USA$5,944
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Professor Shelly Lane, Associate Professor Alison Lane, Professor Grace Baranek |
| Scheme | International Research Visiting Fellowship |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | G1501022 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20152 grants / $60,217
Effects of deep pressure on arousal and performance in persons with Autism$45,217
Funding body: American Occupational Therapy Association
| Funding body | American Occupational Therapy Association |
|---|---|
| Project Team | Stacey Reynolds |
| Scheme | Award |
| Role | Investigator |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
A systematic investigation into sensory and motor based feeding issues in boys with Barth Syndrome$15,000
Funding body: Barth Foundation
| Funding body | Barth Foundation |
|---|---|
| Project Team | Stacey Reynolds |
| Scheme | Award |
| Role | Investigator |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20141 grants / $20,000
Expanding trauma-informed interventiion for pre-schoolers: an inter-disciplinary approach$20,000
Funding body: Virginia Commonwealth University
| Funding body | Virginia Commonwealth University |
|---|---|
| Scheme | Community Engagement grant |
| Role | Lead |
| Funding Start | 2014 |
| Funding Finish | 2015 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20131 grants / $40,004
Examining the impact of sensory-based therapeutic tasks on arousal, attention and performance in children$40,004
Funding body: Virginia Commonwealth University
| Funding body | Virginia Commonwealth University |
|---|---|
| Scheme | President's Research Incentive Program |
| Role | Lead |
| Funding Start | 2013 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20111 grants / $43,200
Differential diagnosis of sensory over-responsiveness$43,200
Funding body: Wallace Foundation
| Funding body | Wallace Foundation |
|---|---|
| Scheme | Research grant |
| Role | Lead |
| Funding Start | 2011 |
| Funding Finish | 2011 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20051 grants / $2,500
Quantifying electrodermal respsonses in children$2,500
Funding body: Virginia Commonwealth University
| Funding body | Virginia Commonwealth University |
|---|---|
| Scheme | Faculty development grant |
| Role | Lead |
| Funding Start | 2005 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20011 grants / $400,000
Effectiveness of assistive technology in promoting playfulness in young children$400,000
Funding body: United States Department of Education
| Funding body | United States Department of Education |
|---|---|
| Scheme | Office of Special Education and Rehabilitative Service grant |
| Role | Lead |
| Funding Start | 2001 |
| Funding Finish | 2004 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19961 grants / $60,000
Key early intervention personnel$60,000
Funding body: NYS Office of Advocate for Persons with disabilities
| Funding body | NYS Office of Advocate for Persons with disabilities |
|---|---|
| Scheme | Discovery project |
| Role | Lead |
| Funding Start | 1996 |
| Funding Finish | 1996 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19952 grants / $148,000
Let's Play! project: model demonstration project for young children with disabilities$140,000
Funding body: United States Department of Education
| Funding body | United States Department of Education |
|---|---|
| Scheme | Office of Special Education and Rehabilitative Service grant |
| Role | Lead |
| Funding Start | 1995 |
| Funding Finish | 2000 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
Let's Play! Basic Technology for Infants and Young Children with Disabilities$8,000
Funding body: State University of New York
| Funding body | State University of New York |
|---|---|
| Scheme | Research grant |
| Role | Lead |
| Funding Start | 1995 |
| Funding Finish | 1995 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19941 grants / $20,000
Technology in early intervention$20,000
Funding body: State University of New York
| Funding body | State University of New York |
|---|---|
| Scheme | Multidisciplinary Projects research foundatiion grant |
| Role | Lead |
| Funding Start | 1994 |
| Funding Finish | 1995 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19931 grants / $2,500
Early interventionists and family centred care$2,500
Funding body: Conversions in the Disciplines Program
| Funding body | Conversions in the Disciplines Program |
|---|---|
| Scheme | Research grant |
| Role | Lead |
| Funding Start | 1993 |
| Funding Finish | 1994 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19911 grants / $5,000
Development in cocaine exposed children$5,000
Funding body: American Occupational Therapy Association
| Funding body | American Occupational Therapy Association |
|---|---|
| Scheme | Award |
| Role | Lead |
| Funding Start | 1991 |
| Funding Finish | 1992 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19901 grants / $1,600
Sensory and motor development in four year olds born prematurely$1,600
Funding body: University of Alberta
| Funding body | University of Alberta |
|---|---|
| Scheme | Small Facilities Endowment fund |
| Role | Lead |
| Funding Start | 1990 |
| Funding Finish | 1991 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
19891 grants / $235,000
Pre-service training in occupational therapy$235,000
Funding body: United States Department of Education
| Funding body | United States Department of Education |
|---|---|
| Project Team | Kenneth Ottenbacher |
| Scheme | Project grant |
| Role | Investigator |
| Funding Start | 1989 |
| Funding Finish | 1993 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
Research Supervision
Number of supervisions
Total current UON EFTSL
Highlighted Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2016 | PhD | Examining the defecation habits of young children from a sensory perspective | PhD (Occupational Therapy), Faculty of Health and Medicine, The University of Newcastle | Principal Supervisor |
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2018 | PhD | Occupational Performance Patterns in Children with PANS | PhD (Occupational Therapy), Faculty of Health and Medicine, The University of Newcastle | Principal Supervisor |
| 2017 | Masters | The Relationship Between Sensory Features and Developmental in Premature Infants | M Philosophy (Occupat Therapy), Faculty of Health and Medicine, The University of Newcastle | Co-Supervisor |
| 2015 | PhD | Preliminary Investigation of Sensory Features in Pre-Term Infants in the First Year of Life. | Occupational Therapy, The University of Newcastle | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2018 | Masters | Characteristics and Moderators of Sensory Modulation in Infants, in the First Year of Life | M Philosophy (Occupat Therapy), Faculty of Health and Medicine, The University of Newcastle | Co-Supervisor |
| 2015 | PhD | Adaptive Functioning in Adults with FASD | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2015 | PhD | Use of a therapy dog to promote play in children with disabilities | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2015 | PhD | Growing Up in Ireland: Factors Impacting Sleep Patterns of Preterm Infants. | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2014 | PhD | Access to therapy for children with autism: A population-based analysis | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2013 | PhD | Coping and sensory modulation disorder: Effects on childhood participation. | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2010 | PhD | Developmental outcome following international adoption | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2006 | PhD | Stress and sensory processing | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
| 2004 | PhD | The effectivenss of a community based life skills training program for Traumatic Brain Injury | Occupational Therapy, Virginia Commonwealth University | Principal Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
| Country | Count of Publications | |
|---|---|---|
| United States | 61 | |
| Australia | 11 | |
| Canada | 2 | |
| Japan | 2 | |
| Mexico | 2 | |
| More... | ||
Professor Shelly Lane
Position
Professor
School of Health Sciences
Faculty of Health and Medicine
Contact Details
| shelly.lane@newcastle.edu.au | |
| Phone | (02) 4913 8101 |
Office
| Room | HE03 |
|---|---|
| Building | Hunter Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
