Professor Deborah Riby's Outputs (9)

Teacher insights into the barriers and facilitators of learning in autism (2020)
Journal Article
McDougal, E., Riby, D., & Hanley, E. (2020). Teacher insights into the barriers and facilitators of learning in autism. Research in Autism Spectrum Disorders, 79, Article 101674. https://doi.org/10.1016/j.rasd.2020.101674

Background: Little is known about the factors impacting on learning for autistic pupils, even though academic outcomes are highly heterogeneous. The aim of the current study was to qualitatively explore factors that are perceived to impact positively... Read More about Teacher insights into the barriers and facilitators of learning in autism.

Psychological Distress and Positive Gain in Mothers of Children with Autism, With or Without Other Children with Neurodevelopmental Disorders (2020)
Journal Article
Stanford, C., Hastings, R., Riby, D., Archer, H., Page, S., & Cebula, K. (2022). Psychological Distress and Positive Gain in Mothers of Children with Autism, With or Without Other Children with Neurodevelopmental Disorders. International Journal of Developmental Disabilities, 68(4), 479-484. https://doi.org/10.1080/20473869.2020.1812347

Although a wealth of literature has focused on the parenting experiences of mothers of children with autism spectrum disorder (ASD), there is a lack of research about mothers who are parenting a child with ASD, and who have other children with neurod... Read More about Psychological Distress and Positive Gain in Mothers of Children with Autism, With or Without Other Children with Neurodevelopmental Disorders.

Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder (2020)
Journal Article
McDougal, E., Riby, D., & Hanley, M. (2020). Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder. Research in Developmental Disabilities, 106, Article 103749. https://doi.org/10.1016/j.ridd.2020.103749

Background: Academic outcomes for autistic individuals are heterogeneous, but the reasons for this are unknown. Attention is known to predict learning in typical development, but there is less evidence about this relationship in Autism Spectrum Disor... Read More about Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder.

Hearing the feeling: Auditory emotion perception in Williams Syndrome (2020)
Journal Article
Heaton, P., Ridley, E., Makhmood, S., & Riby, D. (2020). Hearing the feeling: Auditory emotion perception in Williams Syndrome. Research in Developmental Disabilities, 103, Article 103660. https://doi.org/10.1016/j.ridd.2020.103660

Background Studies investigating recognition of facial expressions of emotions in Williams syndrome (WS) have reported difficulties in recognising negative expressions of emotion and a reliance on atypically developing underlying processes during tas... Read More about Hearing the feeling: Auditory emotion perception in Williams Syndrome.

Sensory Processing Profiles and Autistic Symptoms as Predictive Factors in Autism Spectrum Disorder and Williams Syndrome (2020)
Journal Article
Glod, M., Riby, D., & Rodgers, J. (2020). Sensory Processing Profiles and Autistic Symptoms as Predictive Factors in Autism Spectrum Disorder and Williams Syndrome. Journal of Intellectual Disability Research, 64(8), 657-665. https://doi.org/10.1111/jir.12738

Background: Unusual sensory responses were included in the diagnostic criteria for autism spectrum disorder (ASD), yet they are also common among individuals with other neurodevelopmental disorders, including Williams syndrome (WS). Cross‐syndrome co... Read More about Sensory Processing Profiles and Autistic Symptoms as Predictive Factors in Autism Spectrum Disorder and Williams Syndrome.

Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights (2020)
Journal Article
Gillooly, A., Riby, D., Durkin, K., & Rhodes, S. (2021). Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights. Journal of Autism and Developmental Disorders, 51(1), 169-178. https://doi.org/10.1007/s10803-020-04503-6

Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. P... Read More about Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights.

A cross-syndrome approach to the social phenotype of neurodevelopmental disorders: Focusing on social vulnerability and social interaction style (2020)
Journal Article
Ridley, E., Riby, D., & Leekam, S. (2020). A cross-syndrome approach to the social phenotype of neurodevelopmental disorders: Focusing on social vulnerability and social interaction style. Research in Developmental Disabilities, 100, Article 103604. https://doi.org/10.1016/j.ridd.2020.103604

Background: Following Annette Karmiloff-Smith’s approach to cognitive research, this study applied a cross-syndrome approach to the social phenotype, focusing on social vulnerability (SV) and the factors that contribute to it. Aims: To (i) identify s... Read More about A cross-syndrome approach to the social phenotype of neurodevelopmental disorders: Focusing on social vulnerability and social interaction style.

Does culture shape face perception in autism? Cross-cultural evidence of the own-race advantage from the UK and Japan (2020)
Journal Article
Hanley, M., Riby, D., Derges, M., Douligeri, A., Philyaw, Z., Ikeda, T., Monden, Y., Shimoizumi, H., Yamagata, T., & Hirai, M. (2020). Does culture shape face perception in autism? Cross-cultural evidence of the own-race advantage from the UK and Japan. Developmental Science, 23(5), Article e12942. https://doi.org/10.1111/desc.12942

Autism spectrum disorders (ASD) are associated with face perception atypicalities, and atypical experience with faces has been proposed as an underlying explanation. Studying the own‐race advantage (ORA) for face recognition can reveal the effect of... Read More about Does culture shape face perception in autism? Cross-cultural evidence of the own-race advantage from the UK and Japan.

Distraction, Distress and Diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders (2020)
Journal Article
Jones, E., Hanley, M., & Riby, D. (2020). Distraction, Distress and Diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders. Research in Autism Spectrum Disorders, 72, Article 101515. https://doi.org/10.1016/j.rasd.2020.101515

Background: Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school... Read More about Distraction, Distress and Diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders.