A5064793213- Williams Syndrome Research
- Cognitive and developmental aspects of mathematical skills
- Reading and Literacy Development
- Child Development and Digital Technology
- Child Welfare and Adoption
- Family and Disability Support Research
- Child Abuse and Trauma
- Psychology of Development and Education
- Family Support in Illness
- Collaborative Teaching and Inclusion
- Autism Spectrum Disorder Research
- Assistive Technology in Communication and Mobility
- E-Learning and Knowledge Management
- Educational Methods and Teacher Development
- Educational Innovations and Challenges
- Humor Studies and Applications
- Digital Accessibility for Disabilities
University College London
2019-2025
Kingston University
2019-2020
Anna Freud Centre
2019
This study presents the feasibility and pilot evaluation of Reflective Fostering Programme (RFP), a recently developed, group-based program to support foster carers, based on concept “reflective parenting.” innovative development follows calls by National Institute for Health Clinical Excellence other organizations help improve outcomes children in care providing better their carers. aimed establish whether it is possible implement RFP gather preliminary data acceptability effectiveness...
It has been reported that approximate number sense (ANS) task performance is impaired in individuals with Williams syndrome (WS) and Down (DS). Research infants suggested this impairment caused by sticky fixation WS sustained attention deficits for those DS. This study examined looking patterns of older children adults (n = 24) DS 23) during an ANS compared to typically developing controls matched chronological age mental age. Results showed that, although there were no group differences,...
Abstract Background Studies in Down syndrome (DS) and Williams (WS) have suggested that mathematical abilities are impaired. However, it is unclear which domain‐general or domain‐specific impact on development these developmental disorders. Method The current study examined the foundations of across participants with WS ( n = 24) DS 26) compared to typically developing (TD) children relation (i.e., general intelligence visuospatial abilities) (non‐symbolic symbolic number abilities). Results...
The needs of foster carers are complex as children in their care often present with emotional and behavioural difficulties. Previous studies have examined carers’ perceptions the unmet but there is a lack knowledge regarding own goals when seeking professional help. study seeks to fill this gap by examining that who looking after and/or difficulties set at start an intervention, Reflective Fostering Programme, designed support them. Twenty-six were asked complete Goal-Based Outcome Measure...
Previous studies suggest that tasks dependent on the mental number line may be difficult for Williams Syndrome (WS) and Down (DS) groups. However, few have directly assessed estimation in these The current study 28 WS, 25 DS typically developing (TD) participants non-verbal intelligence, familiarity, visuo-spatial skills estimation. Group comparisons indicated no differences WS group displayed difficulties with familiarity. Differential relationships between visuo-spatial/number familiarity...
Background and aims: Research on typically developing (TD) populations has shown that the home learning environment plays a significant role in cognitive development learning, but very little is known about of children with Down syndrome (DS) or Williams (WS). The present study examined compared, for first time, diagnosed DS WS to investigate whether different profiles were reflected their literacy number experiences. Methods procedures: Quantitative qualitative data collected through...