Browse by UCL Departments and Centres
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Number of items: 189.
A
Ahn, Jane Vera;
(2021)
Physical activity, sedentary behaviour, and mental health in children: findings from the UK Millennium Cohort Study.
Doctoral thesis (Ph.D), UCL (University College London).
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Alrajhi, Rehab Mohammed;
(2021)
Parents’ and Professionals’ Perceptions of Services for Autistic Children and their Families in the Kingdom of Saudi Arabia.
Doctoral thesis (Ph.D), UCL (University College London).
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Alyoubi, A;
Halstead, EJ;
Zambelli, Z;
Dimitriou, D;
(2021)
The Impact of the COVID-19 Pandemic on Students’ Mental Health and Sleep in Saudi Arabia.
International Journal of Environmental Research and Public Health
, 18
(17)
, Article 9344. 10.3390/ijerph18179344.
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Anders, J;
Dockrell, J;
Sing, S;
Torgerson, C;
Wyse, D;
(2021)
Statistical Analysis Plan: Grammar and Writing Research Project.
UCL Institute of Education: London, UK.
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Ashworth, M;
Crane, L;
Steward, R;
Bovis, M;
Pellicano, E;
(2021)
Towards empathetic autism research: Developing an autism-specific Research Passport.
Autism in Adulthood
(In press).
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Ashworth, M;
Palikara, O;
Burchell, E;
Purser, H;
Nikolla, D;
Van Herwegen, J;
(2021)
Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome.
Frontiers in Psychology
, 11
, Article 594465. 10.3389/fpsyg.2020.594465.
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Avramides, Katerina;
(2021)
Bridging research and educational psychology practice on restricted and repetitive behaviours and interests in autism.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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B
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Bahnmueller, J;
Cipora, K;
Göbel, SM;
Nuerk, HC;
Soltanlou, M;
(2021)
Pick the Smaller Number: No Influence of Linguistic Markedness on Three-Digit Number Processing.
Journal of Numerical Cognition
, 7
(3)
pp. 295-307.
10.5964/jnc.6057.
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Bassetti, B;
Masterson, J;
Cerni, T;
Mairano, P;
(2021)
Orthographic Forms Affect Speech Perception in a Second Language: Consonant and Vowel Length in L2 English.
Journal of Experimental Psychology: Human Perception and Performance
, 47
(12)
pp. 1583-1603.
10.1037/xhp0000949.
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Bates, Kathryn Elizabeth;
(2021)
Picture this: an investigation of the neural and behavioural correlates of mental imagery in childhood and adulthood with implications for children with ADHD.
Doctoral thesis (Ph.D), UCL (University College London).
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Benton, L;
Mavrikis, M;
Vasalou, A;
Joye, N;
Sumner, E;
Herbert, E;
Revesz, A;
... Raftopoulou, C; + view all
(2021)
Designing for “challenge” in a large-scale adaptive literacy game for primary school children.
British Journal of Educational Technology
, 52
(5)
pp. 1862-1880.
10.1111/bjet.13146.
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Best, W;
Hughes, L;
Masterson, J;
Thomas, MSC;
Howard, D;
Kapikian, A;
Shobbrook, K;
(2021)
Understanding differing outcomes from semantic and phonological interventions with children with word-finding difficulties: a group and case series study.
Cortex
, 134
pp. 145-161.
10.1016/j.cortex.2020.09.030.
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Bevilacqua, L;
Kelly, Y;
Heilmann, A;
Priest, N;
Lacey, R;
(2021)
Adverse childhood experiences and trajectories of internalizing, externalizing, and prosocial behaviors from childhood to adolescence.
Child Abuse & Neglect
, Article 104890. 10.1016/j.chiabu.2020.104890.
(In press).
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BinEid, Wasmiah;
(2021)
Cross-cultural examination of sleep and daytime functioning in autistic children and their mothers.
Doctoral thesis (Ph.D), UCL (University College London).
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Birchall, Ashley;
(2021)
Working on Wellbeing: An exploration of the factors that support teacher wellbeing, and the potential role for Educational Psychologists.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Bizzego, A;
Lim, M;
Dimitriou, D;
Esposito, G;
(2021)
The Role of the Family Network When Raising a Child with a Disability in Low- and Middle-Income Countries.
Disabilities
, 1
(1)
pp. 58-68.
10.3390/disabilities1010005.
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Black, N;
Halstead, E;
(2021)
Mental health and subjective well-being of staff in a secondary school for adolescents with severe and profound multiple learning difficulties.
British Journal of Special Education
, 48
(4)
pp. 477-496.
10.1111/1467-8578.12389.
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Blatchford, P;
(2021)
Rethinking class size. A question and answer session with Peter Blatchford about a new book and approach to the class size issue.
Education 3-13
, 49
(4)
pp. 387-397.
10.1080/03004279.2021.1874370.
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Boesley, Lauren;
(2021)
'Sometimes you have to work hard despite the system': Exploring the role and experiences of designated teachers for looked after and previously looked after children.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Boscoe, A;
Stanbury, R;
Harrison, A;
(2021)
Social-emotional functioning in young people with symptoms of eating disorders: A gender inclusive analogue study.
Brain and Behavior
, Article e02017. 10.1002/brb3.2017.
(In press).
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Brackenbury, Gill;
Esposito, Rosanne;
Filippi, Roberto;
(2021)
Supporting Spoken Language in the Classroom (SSLiC) Knowledge Exchange Programme Case-Study.
IOE, UCL's Faculty of Education and Society: London, UK.
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Braich, Taj;
(2021)
How do secondary aged pupils experience anxiety and how effective are school-based interventions in supporting them? A systematic review.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Brinkert, Jana;
(2021)
Perceptual and Cognitive Load in Autism – An Electrophysiological and Behavioural Approach.
Doctoral thesis (Ph.D), UCL (University College London).
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Broc, L;
Joye, N;
Dockrell, JE;
Olive, T;
(2021)
Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review.
Language, Speech, and Hearing Services in Schools
, 52
(4)
pp. 1127-1140.
10.1044/2021_LSHSS-20-00086.
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Buckley, E;
Pellicano, E;
Remington, A;
(2021)
"Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme.
Journal of Autism and Developmental Disorders
10.1007/s10803-021-05394-x.
(In press).
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Buckley, E;
Pellicano, E;
Remington, A;
(2021)
Higher levels of autistic traits associated with lower levels of self-efficacy and wellbeing for performing arts professionals.
PLoS One
, 16
(2)
, Article e0246423. 10.1371/journal.pone.0246423.
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Bundy, R;
Mandy, W;
Crane, L;
Belcher, H;
Bourne, L;
Brede, J;
Hull, L;
... Cook, J; + view all
(2021)
The Impact of Early Stages of COVID-19 on the Mental Health of Autistic Adults in the United Kingdom: A Longitudinal Mixed-Methods Study.
Autism: the international journal of research and practice
(In press).
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C
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Cadman, John;
(2021)
'Once they've got it, it's very hard for them to let it go': Exploring the experiences of professionals when a young person's Education, Health and Care plan (EHCP) is ceased.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Carollo, A;
Bizzego, A;
Gabrieli, G;
Wong, KK-Y;
Raine, A;
Esposito, G;
(2021)
Self-Perceived Loneliness and Depression During the COVID-19 Pandemic: a Two-Wave Replication Study.
UCL Open Environment
10.14324/111.444/000095.v1.
(In press).
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Carollo, A;
Bizzego, A;
Giulio, G;
Wong, KK-Y;
Raine, A;
Esposito, G;
(2021)
I'm alone but not lonely. U-shaped pattern of self-perceived loneliness during the COVID-19 pandemic in the UK and Greece.
Public Health in Practice
, 2
, Article 100219. 10.1016/j.puhip.2021.100219.
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Carpenter, Natalie;
(2021)
How EPs can Support Developing a Relationships and Sex Education (RSE) working group for staff in a special school through Participatory Action Research (PAR).
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Caruana, N;
White, RC;
Remington, A;
(2021)
Autistic traits and loneliness in autism are associated with increased tendencies to anthropomorphise.
Quarterly Journal of Experimental Psychology
10.1177/17470218211005694.
(In press).
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Castro-Kemp, S;
Gaona, C;
Grande, C;
Palikara, O;
(2021)
Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England.
Research in Developmental Disabilities
, 108
, Article 103815. 10.1016/j.ridd.2020.103815.
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Castro-Kemp, S;
Mahmud, A;
(2021)
School Closures and Returning to School: Views of Parents of Children With Disabilities in England During the Covid-19 Pandemic.
Frontiers in Education
, 6
, Article 666574. 10.3389/feduc.2021.666574.
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Chambers, Michael;
(2021)
Exploring decision making in school exclusion.
Doctoral thesis (D.Ed.Psy), University College London (UCL).
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Chifa, M;
Hadar, T;
Politimou, N;
Reynolds, G;
Franco, F;
(2021)
The Soundscape of Neonatal Intensive Care: A Mixed-Methods Study of the Parents' Experience.
Children
, 8
(8)
, Article 644. 10.3390/children8080644.
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Cipora, K;
Soltanlou, M;
(2021)
Direct and Conceptual Replication in Numerical Cognition.
Journal of Numerical Cognition
, 7
(3)
pp. 240-247.
10.5964/jnc.7799.
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Clemens, A;
Mishra, PP;
Flouri, E;
Lehtimäki, T;
Raitakari, O;
Keltikangas-Järvinen, L;
Heikkilä, K;
(2021)
C-reactive Protein and Temperament: An Instrumental Variable Analysis.
Brain, Behavior, & Immunity - Health
, 14
, Article 100241. 10.1016/j.bbih.2021.100241.
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Cook, J;
Hull, L;
Crane, L;
Mandy, W;
(2021)
Camouflaging in autism: A systematic review.
Clinical Psychology Review
, 89
, Article 102080. 10.1016/j.cpr.2021.102080.
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Cook, J;
Crane, L;
Bourne, L;
Hull, L;
Mandy, W;
(2021)
Camouflaging in an everyday social context: An interpersonal recall study.
Autism
10.1177/1362361321992641.
(In press).
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Cook, J;
Crane, L;
Hull, L;
Bourne, L;
Mandy, W;
(2021)
Self-reported camouflaging behaviours used by autistic adults during everyday social interactions.
Autism
10.1177/13623613211026754.
(In press).
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Côté, M-F;
Savage, R;
Petscher, Y;
(2021)
Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs.
Scientific Studies of Reading
, 25
(5)
pp. 383-396.
10.1080/10888438.2020.1817027.
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Crane, L;
Adu, F;
Arocas, F;
Carli, R;
Eccles, S;
Harris, S;
Jardine, J;
... Wright, A; + view all
(2021)
Vulnerable and forgotten: The impact of the COVID-19 pandemic on autism special schools in England.
Frontiers in Special Education
, 6
, Article 629203. 10.3389/feduc.2021.629203.
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Crane, L;
Davies, J;
Fritz, A;
O'Brien, S;
Worsley, A;
Remington, A;
(2021)
Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014.
British Educational Research Journal
10.1002/berj.3753.
(In press).
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Crane, L;
Davies, J;
Fritz, A;
O’Brien, S;
Worsley, A;
Ashworth, M;
Remington, A;
(2021)
The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools.
British Journal of Special Education
10.1111/1467-8578.12372.
(In press).
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Crane, L;
Lui, LM;
Davies, J;
Pellicano, E;
(2021)
Short report: Autistic parents’ views
and experiences of talking about autism
with their autistic children.
Autism
10.1177/1362361320981317.
(In press).
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Crane, L;
Sesterka, A;
Den Houting, J;
(2021)
Inclusion and Rigor in Qualitative Autism Research: A Response to Van Schalkwyk and Dewinter (2020).
Journal of Autism and Developmental Disorders
, 51
pp. 1802-1804.
10.1007/s10803-020-04634-w.
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Crisan, C;
Campbell, K;
Clark, L;
Gourlay, L;
Katsapi, E;
Riding, K;
Warwick, I;
(2021)
Learning from Lockdown: Listening to students' voices about the challenges and benefits in the post-COVID-19 digital practices.
Presented at: UCL Education Conference 2021, Online conference.
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Critten, S;
Holliman, A;
Hughes, D;
Wood, C;
Cunnane, H;
Pillinger, C;
Deacon, H;
(2021)
A longitudinal investigation of prosodic sensitivity and emergent literacy.
Reading and Writing
, 34
pp. 371-389.
10.1007/s11145-020-10077-7.
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D
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De la Fuente, Jesús;
Pachón-Basallo, Mónica;
Santos, Flavia H;
Peralta-Sánchez, Francisco J;
Carmen González-Torres, María;
Artuch-Garde, Raquel;
Paoloni, Paola V;
(2021)
How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.
Frontiers in Psychology
, 12
, Article 626340. 10.3389/fpsyg.2021.626340.
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De la Fuente, Jesús;
Santos, Flavia H;
Garzón-Umerenkova, Angélica;
Fadda, Salvatore;
Solinas, Giuliana;
Pignata, Silvia;
(2021)
Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being.
Frontiers in Psychiatry
, 12
, Article 596453. 10.3389/fpsyt.2021.596453.
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Dimitriou, D;
Halstead, E;
(2021)
Sleep-Related Learning in Williams Syndrome and Down’s Syndrome.
In:
Advances in Child Development and Behavior.
(pp. 261-283).
Elsevier: London, UK.
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Dobinson, KL;
Dockrell, JE;
(2021)
Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review.
First Language
10.1177/0142723721989471.
(In press).
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Dockrell, JE;
Papadopoulos, TC;
Mifsud, CL;
Bourke, L;
Vilageliu, O;
Bešić, E;
Seifert, S;
... Gerdzhikova, N; + view all
(2021)
Teaching and learning in a multilingual Europe: findings from a cross-European study.
European Journal of Psychology of Education
10.1007/s10212-020-00523-z.
(In press).
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E
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Eldred, Kate Christina;
(2021)
“My EP is a safety net”: An exploration of the support Educational Psychologists can provide for Emotional Literacy Support Assistants working with children who have experienced Domestic Abuse.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Farley, L;
Oliver, BR;
Pike, A;
(2021)
A Multilevel Approach to Understanding the Determinants of Maternal Harsh Parenting: the Importance of Maternal Age and Perceived Partner Support.
Journal of Child and Family Studies
, 30
pp. 1871-1880.
10.1007/s10826-021-01990-8.
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Fastelli, A;
Mento, G;
Marshall, CR;
Arfé, B;
(2021)
Implicit learning of non-verbal regularities by deaf children with cochlear implants: An investigation with a dynamic temporal prediction task.
PLoS One
, 16
(5)
, Article e0251050. 10.1371/journal.pone.0251050.
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Filippi, R;
Bright, P;
(2021)
Editorial: Cognitive Reserve and Language Experience: Can Long-Term Use of Multiple Languages Protect Our Brains From the Effects of Aging?
Frontiers in Psychology
, 12
, Article 748181. 10.3389/fpsyg.2021.748181.
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Filippi, R;
Ceccolini, A;
Bright, P;
(2021)
Trajectories of verbal fluency and executive functions in multilingual and monolingual children and adults: A cross-sectional study.
Quarterly Journal of Experimental Psychology
(In press).
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Fletcher, J;
Savage, R;
Vaughn, S;
(2021)
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading.
Educational Psychology Review
, 33
pp. 1249-1274.
10.1007/s10648-020-09580-8.
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Flouri, E;
Papachristou, E;
Joshi, H;
(2021)
Flocking together and thinking apart: Gendered friendships and decision-making in adolescence.
European Journal of Developmental Psychology
10.1080/17405629.2021.1903865.
(In press).
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Fonseca, Jodie;
(2021)
Can an Accelerated Intervention Close the School Readiness Gap for Disadvantaged Children? An Evaluation of the Effects of the LEARN Project’s Summer Pre-Primary Program on Literacy Outcomes in Northern Lao PDR.
Doctoral thesis (Ed.D), UCL (University College London).
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Forrest, CL;
Gibson, JL;
St Clair, MC;
(2021)
Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents.
International Journal of Environmental Research and Public Health
, 18
(3)
, Article 1221. 10.3390/ijerph18031221.
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Gavin, Jennifer;
(2021)
Building a Better Understanding of How Educational Professionals Engage with Systems to Support Trans* Young People.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Georgiou, GK;
Savage, R;
Dunn, K;
Bowers, P;
Parrila, R;
(2021)
Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers.
Journal of Research in Reading
, 44
(1)
pp. 131-153.
10.1111/1467-9817.12325.
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Golding, Kelly;
(2021)
A study investigating the prevalence, practice and perspectives of the use of internal exclusion in mainstream secondary schools.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Goodacre, K;
Sumner, E;
(2021)
Overcoming the hurdles: Understanding motivation and supporting adult learners with poor literacy and dyslexia in the homelessness sector.
Dyslexia
, 27
(1)
pp. 79-93.
10.1002/dys.1664.
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Gordon, R;
Santana De Morais, D;
Whitelock, E;
Mukarram, A;
(2021)
Mapping components of verbal and visuospatial working memory to mathematical topics in seven- to fifteen-year-olds.
British Journal of Educational Psychology
10.1111/bjep.12440.
(In press).
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Gordon, R;
Smith-Spark, JH;
Newton, EJ;
Henry, LA;
(2021)
Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics.
Frontiers in Psychology
, 12
, Article 732182. 10.3389/fpsyg.2021.732182.
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H
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Halsall, J;
Clarke, C;
Crane, L;
(2021)
“Camouflaging” by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators.
Autism
, 25
(7)
pp. 2074-2086.
10.1177/13623613211012819.
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Halstead, EJ;
Sullivan, EC;
Dimitriou, D;
(2021)
The Impact of COVID-19 on Sleep in Autistic Adults: Longitudinal Comparisons pre and During Lockdown.
Frontiers in Psychiatry
, 12
, Article 708339. 10.3389/fpsyt.2021.708339.
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Halstead, E;
Joyce, A;
Sullivan, E;
Tywyn, C;
Davies, K;
Jones, A;
Dimitriou, D;
(2021)
Sleep disturbances and patterns in children with neurodevelopmental conditions.
Frontiers in Pediatrics
, 9
, Article 637770. 10.3389/fped.2021.637770.
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Halstead, E;
Sullivan, E;
Zambelli, Z;
Ellis, JG;
Dimitriou, D;
(2021)
The treatment of sleep problems in autistic adults in the United Kingdom.
Autism
, Article 13623613211007226. 10.1177/13623613211007226.
(In press).
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Halstead, EJ;
Jones, A;
Esposito, G;
Dimitriou, D;
(2021)
The Moderating Role of Parental Sleep Knowledge on Children with Developmental Disabilities and Their Parents’ Sleep.
International Journal of Environmental Research and Public Health
, 18
(2)
p. 746.
10.3390/ijerph18020746.
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Han, E;
Crane, L;
Tan, MMJ;
Legido-Quigley, H;
(2021)
A qualitative study of autism services and supports in Singapore: perspectives of service providers, autistic adults, and caregivers.
Autism: the international journal of research and practice
10.1177/13623613211016112.
(In press).
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Hancock, Zoe;
(2021)
'There's more to the world than just like crime'. An exploratory study of young people's experiences of engaging with youth offending services.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Harrison, A;
(2021)
Experimental Investigation of Non-Verbal Communication in Eating Disorders.
Psychiatry Research
, 297
, Article 113732. 10.1016/j.psychres.2021.113732.
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Harrison, A;
Stavri, P;
Tchanturia, K;
(2021)
Individual and group format adjunct therapy on social emotional skills for adolescent inpatients with severe and complex eating disorders (CREST-A).
Neuropsychiatrie
, 35
pp. 163-176.
10.1007/s40211-020-00375-5.
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Harrison, A;
Zaremba, N;
Brown, J;
Allan, J;
Hopkins, D;
Treasure, J;
Ismail, K;
(2021)
A cognitive behavioural model of the bidirectional relationship between disordered eating and diabetes self‐care in people with type 1 diabetes mellitus.
Diabetic Medicine
, 38
(7)
, Article e14578. 10.1111/dme.14578.
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Hayton, J;
Mort, S;
(2021)
Orientation, Mobility, and Independence Skills: Habilitation Approaches.
In: Dale, N and Salt, A and Sargent, J and Greenaway, R, (eds.)
Children with Vision Impairment Assessment, Development and Management.
(pp. 173-185).
Mac Keith Press: London, UK.
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Hayton, J;
Marshall, J;
Dimitriou, D;
(2021)
Lights Out: Examining Sleep in Children with Vision Impairment.
Brain Sciences
, 11
(4)
, Article 421. 10.3390/brainsci11040421.
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Henderson, M;
Bould, H;
Flouri, E;
Harrison, A;
Lewis, G;
Lewis, G;
Srinivasan, R;
... Solmi, F; + view all
(2021)
Association of Emotion Regulation Trajectories in Childhood With Anorexia Nervosa and Atypical Anorexia Nervosa in Early Adolescence.
JAMA Psychiatry
10.1001/jamapsychiatry.2021.1599.
(In press).
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Henry, L;
Crane, L;
Millmore, A;
Nash, G;
Wilcock, R;
(2021)
Intermediaries and cross-examination resilience in children: The development of a novel experimental methodology.
Applied Cognitive Psychology
, 35
(6)
pp. 1387-1404.
10.1002/acp.3869.
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Hodgkiss, Alex;
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