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Number of items: 139.
A
Abbott, N;
Cameron, L;
Thompson, J;
(2019)
Evaluating the impact of a defender role-play intervention on adolescent's defender intentions and responses towards name-calling.
School Psychology International
10.1177/0143034319893410.
(In press).
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Adamson, J;
Cardi, V;
Kan, C;
Harrison, A;
Macdonald, P;
Treasure, J;
(2019)
Evaluation of a novel transition support intervention in an adult eating disorders service: ECHOMANTRA.
International Review of Psychiatry
, 31
(4)
pp. 382-390.
10.1080/09540261.2019.1573721.
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Aggio, D;
Papachristou, E;
Papacosta, O;
Lennon, LT;
Ash, S;
Whincup, P;
Wannamethee, SG;
(2019)
Trajectories of physical activity from midlife to old age and associations with subsequent cardiovascular disease and all-cause mortality.
Journal of Epidemiology and Community Health
10.1136/jech-2019-212706.
(In press).
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Ahmadzadeh, YI;
Eley, TC;
Plomin, R;
Dale, PS;
Lester, KJ;
Oliver, BR;
McMillan, A;
(2019)
Children of the Twins Early Development Study (CoTEDS): A Children-of-Twins Study.
Twin Research and Human Genetics
, 22
(6)
pp. 514-522.
10.1017/thg.2019.61.
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Anders, J;
Wyse, D;
Aarts, S;
Dockrell, J;
Torgerson, C;
Manyukhina, Y;
Cushing, I;
+ view all
(2019)
Evaluation Protocol: Grammar and Writing Research Project.
UCL Institute of Education: London, UK.
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Ashworth, M;
Palikara, O;
Van Herwegen, J;
(2019)
Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders.
Journal of Applied Research in Intellectual Disabilities
, 32
(5)
pp. 1047-1057.
10.1111/jar.12594.
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B
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Baines, E;
Blatchford, P;
(2019)
Executive summary - School break and lunch times and young people's social lives: a follow-up national study.
UCL Institute of Education: London, UK.
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Baines, E;
Blatchford, P;
(2019)
Full report - School break and lunch times and young people's social lives: a follow-up national study.
UCL Institute of Education: London, UK.
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Baines, E;
Blatchford, P;
(2019)
Research briefing - School break and lunch times and young people's social lives: a follow-up national study.
UCL Institute of Education: London, UK.
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Baines, E;
(2019)
Ability Grouping.
In: Hattie, J and Anderman, EM, (eds.)
Visible Learning Guide to Student Achievement: Schools Edition.
Routledge: Abingdon, Oxford.
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Bakopoulou, I;
Vivash, J;
Wall, K;
Brackenbury, G;
Dockrell, J;
(2019)
Supporting Spoken Language in the Classroom: Case Studies.
UCL Institute of Education: London, UK.
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Best, Rebecca Katherine;
(2019)
Exploring the Educational Experiences of Children and Young People Adopted from Care: Using the Voices of Children and Parents to Inform Practice.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Bettencourt, M;
Carroll, C;
Wall, K;
Munroe, J;
Walsh-Saunders, K;
Rothwell, S;
(2019)
Promoting the achievement of looked after children and young people in Barnet.
(Promoting the Achievement of Looked After Children (PALAC)
).
UCL Institute of Education: London, UK.
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Bevilacqua, Leonardo;
(2019)
Outcomes, Developmental Processes and Protective Factors in Different Conduct Problems Trajectories.
Doctoral thesis (Ph.D), UCL (University College London).
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Blatchford, P;
Russell, A;
(2019)
Class size, grouping practices and classroom management.
International Journal of Educational Research
, 96
pp. 154-163.
10.1016/j.ijer.2018.09.004.
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Blatchford, P;
Russell, A;
(2019)
New ways of thinking about research on class size: an international perspective. Introduction to the special section.
International Journal of Educational Research
, 96
pp. 120-124.
10.1016/j.ijer.2018.09.011.
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Bonell, C;
Allen, E;
Opondo, C;
Warren, E;
Elbourne, DR;
Sturgess, J;
Bevilacqua, L;
... Viner, RM; + view all
(2019)
Examining intervention mechanisms of action using mediation analysis within a randomised trial of a whole-school health intervention.
Journal of Epidemiology & Community Health
, 73
(5)
pp. 455-464.
10.1136/jech-2018-211443.
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Bonell, C;
Beaumont, E;
Dodd, M;
Elbourne, DR;
Bevilacqua, L;
Mathiot, A;
McGowan, J;
... Allen, E; + view all
(2019)
Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England.
Journal of Epidemiology and Community Health
, 73
(6)
pp. 502-508.
10.1136/jech-2018-211866.
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Bonell, C;
Allen, E;
Warren, E;
McGowan, J;
Bevilacqua, L;
Jamal, F;
Sadique, Z;
... Viner, RM; + view all
(2019)
Modifying the secondary school environment to reduce bullying and aggression: the INCLUSIVE cluster RCT.
Public Health Research
, 7
(18)
pp. 1-164.
10.3310/phr07180.
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Bosanquet, P;
Radford, J;
(2019)
Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning.
British Journal of Educational Psychology
, 89
(1)
pp. 177-190.
10.1111/bjep.12231.
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Bright, P;
Ouzia, J;
Filippi, R;
(2019)
Multilingualism and metacognitive processing.
In: Schwieter, JW, (ed.)
The Handbook of the Neuroscience of Multilingualism.
Wiley
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Bright, P;
Filippi, R;
(2019)
Editorial: Perspectives on the "Bilingual Advantage": Challenges and Opportunities.
Frontiers In Psychology
, 10
, Article 1346. 10.3389/fpsyg.2019.01346.
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Brookman-Byrne, A;
Mareschal, D;
Tolmie, AK;
Dumontheil, I;
(2019)
The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence.
Mind, Brain, and Education
, 13
(3)
pp. 211-223.
10.1111/mbe.12212.
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C
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Cerni, T;
Bassetti, B;
Masterson, J;
(2019)
Effects of Orthographic Forms on the Acquisition of Novel Spoken Words in a Second Language.
Frontiers in Communication
, 4
, Article 31. 10.3389/fcomm.2019.00031.
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Chambers, M;
McAndrew, S;
Nolan, F;
Thomas, B;
Watts, P;
Grant, R;
Kantaris, X;
(2019)
The Therapeutic Engagement Questionnaire (TEQ): a service user-focused mental health nursing outcome metric.
BMC Psychiatry
, 19
, Article 384. 10.1186/s12888-019-2326-x.
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Collins, Jason;
(2019)
How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences?
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Connolly, D;
Dockrell, J;
Shield, B;
Conetta, R;
Mydlarz, C;
Cox, T;
(2019)
The effects of classroom noise on the reading comprehension of adolescents.
Journal of the Acoustical Society of America
, 145
(1)
, Article 372. 10.1121/1.5087126.
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Crane, L;
Davidson, I;
Prosser, R;
Pellicano, E;
(2019)
Understanding psychiatrists’ knowledge, attitudes and experiences in identifying and supporting their patients on the autism spectrum: an online survey.
BJPsych Open
, 5
(3)
, Article e33. 10.1192/bjo.2019.12.
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Crane, L;
Jones, L;
Prosser, R;
Taghrizi, M;
Pellicano, E;
(2019)
Parents’ views and experiences of talking about autism with their children.
Autism
10.1177/1362361319836257.
(In press).
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Croydon, A;
Remington, A;
Kenny, L;
Pellicano, E;
(2019)
‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes.
Autism & Developmental Language Impairments
10.1177/2396941519886475.
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Cummins, C;
Pellicano, E;
Crane, LM;
(2019)
Supporting minimally verbal autistic girls with intellectual disabilities through puberty: perspectives of parents and educators.
Journal of Autism and Developmental Disorders
10.1007/s10803-018-3782-8.
(In press).
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Curson, S;
Wilson-Smith, K;
Holliman, A;
(2019)
Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support.
Psychology Teaching Review
, 25
(1)
pp. 30-41.
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D
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Dimitrellou, E;
Hurry, J;
(2019)
School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity.
European Journal of Special Needs Education
, 34
(3)
pp. 312-326.
10.1080/08856257.2018.1501965.
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Dockrell, J;
Ricketts, J;
Palikara, O;
Charman, T;
Lindsay, G;
(2019)
What Drives Educational Support for Children With Developmental Language Disorder or Autism Spectrum Disorder: Needs, or Diagnostic Category?
Frontiers in Education
, 4
, Article 29. 10.3389/feduc.2019.00029.
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Dockrell, JE;
Connelly, V;
Arfè, B;
(2019)
Struggling writers in elementary school: Capturing drivers of performance.
Learning and Instruction
, 60
pp. 75-84.
10.1016/j.learninstruc.2018.11.009.
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Donovan, Jennifer Letricia;
(2019)
Exploring the efficacy of a dynamic assessment procedure of spelling in children with dyslexia.
Doctoral thesis (Ph.D), UCL (University College London).
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Dündar-Coecke, S;
Tolmie, A;
Schlottmann, A;
(2019)
Children's reasoning about continuous causal processes: The role of verbal and non-verbal ability.
British Journal of Educational Psychology
10.1111/bjep.12287.
(In press).
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E
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Eades, D;
Leung, P;
Cronin, A;
Monteiro, J;
Johnson, A;
Remington, A;
(2019)
UK dental professionals’ knowledge, experience and confidence when treating patients on the autism spectrum.
The British Dental Journal
, 227
pp. 504-510.
10.1038/s41415-019-0786-5.
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Ebbels, S;
McCartney, E;
Slonims, V;
Dockrell, J;
Norbury, CF;
(2019)
Evidence based pathways to intervention for children with Language Disorders.
International Journal of Language and Communication Disorders
, 54
(1)
pp. 3-19.
10.1111/1460-6984.12387.
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Esposito, R;
Carroll, C;
(2019)
Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report.
Frontiers in Education
, 4
, Article 75. 10.3389/feduc.2019.00075.
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F
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Fletcher-Watson, S;
Adams, J;
Brook, K;
Crane, L;
Charman, T;
Cusack, J;
Leekham, S;
... Pellicano, E; + view all
(2019)
Making the future together: Shaping autism research through meaningful participation.
Autism
, 23
(4)
pp. 943-953.
10.1177/1362361318786721.
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Flouri, E;
Francesconi, M;
Papachristou, E;
Midouhas, E;
Lewis, G;
(2019)
Stressful life events, inflammation and emotional and behavioural problems in children: A population-based study.
Brain, Behavior, and Immunity
, 80
pp. 66-72.
10.1016/j.bbi.2019.02.023.
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Flouri, E;
Midouhas, E;
Francesconi, M;
(2019)
Neighbourhood deprivation and child behaviour across childhood and adolescence.
Longitudinal and Life Course Studies
10.1332/175795919x15722477076216.
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Flouri, E;
Moulton, V;
Ploubidis, GB;
(2019)
The role of intelligence in decision-making in early adolescence.
British Journal of Developmental Psychology
, 37
(1)
pp. 101-111.
10.1111/bjdp.12261.
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Flouri, E;
Papachristou, E;
(2019)
Peer problems, bullying involvement, and affective decision‐making in adolescence.
British Journal of Developmental Psychology
, 37
(4)
pp. 466-485.
10.1111/bjdp.12287.
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Flouri, E;
Papachristou, E;
Midouhas, E;
Ploubidis, GB;
Lewis, G;
Joshi, H;
(2019)
Developmental cascades of internalising symptoms, externalising problems and cognitive ability from early childhood to middle adolescence.
European Psychiatry
, 57
pp. 61-69.
10.1016/j.eurpsy.2018.12.005.
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Flouri, E;
Sarmadi, Z;
Francesconi, M;
(2019)
Paternal Psychological Distress and Child Problem Behavior from Early Childhood to Middle Adolescence.
Journal of the American Academy of Child & Adolescent Psychiatry
10.1016/j.jaac.2018.06.041.
(In press).
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Foster, NC;
Bennett, SJ;
Causer, J;
Elliott, D;
Bird, G;
Hayes, SJ;
(2019)
Getting Off to a Shaky Start: Specificity in Planning and Feedforward Control During Sensorimotor Learning in Autism Spectrum Disorder.
Autism Research
10.1002/aur.2214.
(In press).
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Fraca, E;
Kambouri, M;
Yuen, N;
Bakirtzoglou, R;
Mair, G;
Highmore, A;
Hubbard, C;
(2019)
A Hybrid Learning Space for Physically-Active Mathematics: the case of Numberfit.
In: Mor, Y and Dimitriadis, Y and Köppe, C, (eds.)
Proceedings of the Workshop on Hybrid Learning Spaces - Data, Design, Didactics co-located with 14th European Conference on Technology Enhanced Learning (EC-TEL 2019).
(pp. pp. 15-24).
CEUR Workshop Proceedings: Delft, Netherlands.
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Fraca Santamaria, ME;
Mavrikis, M;
Kambouri, M;
Yuen, N;
Bakirtzoglou, R;
Mair, G;
Highmore, A;
(2019)
Towards a Hybrid Learning Space for Engaging Primary Pupils in Physically-Active Mathematics: the case of Numberfit.
In:
Proceedings of the Hybrid learning spaces - design, data, didactics. ECTEL workshop - HLS D3 2019.
(pp. P7).
: Delft, Netherlands.
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Freedman, Abigail;
(2019)
The experiences of transgender young people and their parents: Informing the work of Educational Psychologists.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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G
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Gilligan, Katie;
(2019)
Space for Mathematics: Spatial cognition as a contributor to the development of mathematics skills in children.
Doctoral thesis (Ph.D), UCL (University College London).
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Glover, N;
Dessimoz, C;
Ebersberger, I;
Forslund, SK;
Gabaldón, T;
Huerta-Cepas, J;
Martin, M-J;
... Quest for Orthologs Consortium; + view all
(2019)
Advances and Applications in the Quest for Orthologs.
Molecular Biology and Evolution
, 36
(10)
pp. 2157-2164.
10.1093/molbev/msz150.
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Grech, L;
Jeffares, DC;
Sadée, CY;
Rodríguez-López, M;
Bitton, DA;
Hoti, M;
Biagosch, C;
... Bähler, J; + view all
(2019)
Fitness Landscape of the Fission Yeast Genome.
Molecular Biology and Evolution
10.1093/molbev/msz113.
(In press).
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Griffin-O'Brien, Claire;
(2019)
Fostering independence through care? A study of the preparedness and deployment of Special Needs Assistants when supporting pupils’ behavioural care needs and independence development in mainstream primary schools in Ireland.
Doctoral thesis (Ph.D), UCL (University College London).
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H
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Halligan, Cathleen Margaret Hannah;
(2019)
An investigation into the practices teachers use to engage students in the lowest attaining GCSE English sets.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Halstead, E;
Leavitt, V;
Fiore, D;
Mueser, K;
(2019)
A Pilot Study of a Manualized Resilience-Based Telehealth Program for Support Partners of Persons with Multiple Sclerosis.
Presented at: Consortium of Multiple Sclerosis Centers (CMSC) Annual Meeting 2019, Seattle, WA, USA.
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Harrison, A;
Watterson, SV;
Bennett, SD;
(2019)
An experimental investigation into the use of eye‐contact in social interactions in women in the acute and recovered stages of anorexia nervosa.
International Journal of Eating Disorders
, 52
(1)
pp. 61-70.
10.1002/eat.22993.
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Hayton, J;
Dimitriou, D;
(2019)
What's in a word? Distinguishing between Habilitation and Re-habilitation.
International Journal of Orientation & Mobility
, 10
(1)
, Article 007. 10.21307/ijom-2019-007.
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Hayton, J;
Wall, K;
Dimitriou, D;
(2019)
Let's Get It On: Dressing Skill Development in Children With Vision Impairment and Children With Down Syndrome.
Frontiers in Education: Special Educational Needs
, 4
, Article 149. 10.3389/feduc.2019.00149.
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Heasman, B;
Gillespie, A;
(2019)
Participants Over-Estimate How Helpful They Are in a Two-Player Game Scenario Toward an Artificial Confederate That Discloses a Diagnosis of Autism.
Frontiers in Psychology
, 10
, Article 1349. 10.3389/fpsyg.2019.01349.
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Hodgkiss, Alex;
(2019)
The role of spatial cognition in children’s science learning.
Doctoral thesis (Ph.D), UCL (University College London).
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Hofweber, J;
Marinis, T;
Treffers-Daller, J;
(2019)
Predicting executive functions in bilinguals using ecologically valid measures of code-switching behaviour.
In: Sekerina, IA and Spradlin, L and Valian, V, (eds.)
Bilingualism, Executive Functions, and Beyond. Questions and Insights.
John Benjamins
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Holliman, A;
(2019)
Introducing adaptability and transitions.
Psychology Teaching Review
, 25
(1)
pp. 1-3.
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Holliman, A;
Hulme, J;
Wilson-Smith, K;
(2019)
Transition and adaptability in educational and organizational contexts.
Psychology Teaching Review
, 25
(1)
pp. 4-11.
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J
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Joye, N;
Broc, L;
Olive, T;
Dockrell, JE;
(2019)
Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages.
Scientific Studies of Reading
, 23
(2)
pp. 129-160.
10.1080/10888438.2018.1491584.
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Joye, Nelly;
(2019)
Spelling with a developmental language disorder: predictors, strategies and error patterns in French- and English-speaking students at the end of primary school.
Doctoral thesis (Ph.D), UCL (University College London).
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K
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Kapp, SK;
Steward, R;
Crane, LM;
Elliott, D;
Elphick, C;
Pellicano, E;
Russell, G;
(2019)
'People should be allowed to do what they like': Autistic adults' views and experiences of stimming.
Autism
, 23
(7)
pp. 1782-1792.
10.1177/1362361319829628.
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Kenny, Lorcan;
(2019)
Understanding executive function in young autistic people: moving from the lab to the everyday.
Doctoral thesis (Ph.D), UCL (University College London).
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Kerr-Gaffney, J;
Harrison, A;
Tchanturia, K;
(2019)
Cognitive and Affective Empathy in Eating Disorders: A Systematic Review and Meta-Analysis.
Frontiers in Psychiatry
, 10
, Article 102. 10.3389/fpsyt.2019.00102.
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Kerr-Gaffney, J;
Harrison, A;
Tchanturia, K;
(2019)
Eye-tracking research in eating disorders: A systematic review.
International Journal of Eating Disorders
, 52
(1)
pp. 3-27.
10.1002/eat.22998.
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L
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Latham, RM;
Mark, KM;
Oliver, BR;
(2019)
Mothers' and fathers' perceptions of marital relationships and coparenting twins during school transition.
Journal of Family Studies
, 28
(1)
pp. 1-18.
10.1080/13229400.2019.1667411.
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Law, J;
Tulip, J;
Stringer, H;
Cockerill, M;
Dockrell, J;
(2019)
Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4-7 years.
Child Language Teaching and Therapy
, 35
(3)
pp. 203-220.
10.1177/0265659019869792.
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Liu, J;
Wong, K;
Dong, F;
Raine, A;
Tuvblad, C;
(2019)
The Schizotypal Personality Questionnaire – Child (SPQ-C): Psychometric properties and relations to behaviour problems with multi-informant ratings.
Psychiatry Research
, 275
pp. 204-211.
10.1016/j.psychres.2019.03.006.
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Llaurado, A;
Dockrell, JE;
(2019)
Children's Plans for Writing: Characteristics and Impact on Writing Performance.
Journal of Literacy Research
, 51
(3)
pp. 336-356.
10.1177/1086296X19859516.
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London Leadership Strategy;
(2019)
Teaching Assistants Deployment: Review Guide.
UCL Institute of Education: London, UK.
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M
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Maguire, D;
(2019)
Vulnerable Prisoner Masculinities in an English Prison.
Men and Masculinities
10.1177/1097184x19888966.
(In press).
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Maras, K;
Crane, L;
Walker, I;
Memon, A;
(2019)
Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings.
Research in Autism Spectrum Disorders
, 68
, Article 101442. 10.1016/j.rasd.2019.101442.
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Martins, MA;
Sousa, O;
Castro, SL;
Dockrell, J;
Papadopoulos, T;
Mifsud, C;
(2019)
Views from Portuguese teachers on multilingualism and educational practices in multilingual classrooms.
Analise Psicologica
, 37
(4)
pp. 493-506.
10.14417/ap.1622.
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McMahon, DD;
Walker, Z;
(2019)
Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning.
Center for Educational Policy Studies Journal
, 9
(3)
pp. 75-93.
10.26529/cepsj.639.
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Mengisidou, M;
Marshall, C;
(2019)
Deficient Explicit Access to Phonological Representations Explains Phonological Fluency Difficulties in Greek Children With Dyslexia and/or Developmental Language Disorder.
Frontiers in Psychology
, 10
, Article 638. 10.3389/fpsyg.2019.00638.
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Midgley, N;
Cirasola, A;
Austerberry, C;
Ranzato, E;
West, G;
Martin, P;
Redfern, S;
... Park, T; + view all
(2019)
Supporting foster carers to meet the needs of looked after children: A feasibility and pilot evaluation of the Reflective Fostering Programme.
Developmental Child Welfare
10.1177/2516103218817550.
(In press).
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Midouhas, E;
Kokosi, T;
Flouri, E;
(2019)
Neighbourhood-level air pollution and greenspace and inflammation in adults.
Health Place
, 58
, Article 102167. 10.1016/j.healthplace.2019.102167.
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Midouhas, E;
Kokosi, T;
Flouri, E;
(2019)
The quality of air outside and inside the home: Associations with emotional and behavioural problem scores in early childhood.
BMC Public Health
, 19
(1)
, Article 406. 10.1186/s12889-019-6733-1.
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Morris, S;
Farran, EK;
Dumontheil, I;
(2019)
Field Independence Associates with Mathematics and Science Performance in 5-to 10-Year-Olds after Accounting for Domain-General Factors.
Mind, Brain and Education
, 13
(4)
pp. 268-278.
10.1111/mbe.12214.
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Mueller, MAE;
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