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Executive functioning in children with specific language impairment.
- L. Henry, D. Messer, Gilly Nash
- Psychology, MedicineJournal of child psychology and psychiatry, and…
A comprehensive investigation of EF in this population of children with language impairments showed marked difficulties on a range of EF tasks, present even when adjustments were made for their verbal abilities.
Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom
- L. Crane, J. Chester, L. Goddard, L. Henry, E. Hill
- Psychology, MedicineAutism : the international journal of research…
- 1 February 2016
The results revealed that parents usually waited a year from when they first had concerns about their child’s development before they sought professional help, and just over half of the parents surveyed were dissatisfied with the diagnostic process as a whole.
How does the severity of a learning disability affect working memory performance?
- L. Henry
- 1 July 2001
Working memory performance was examined in children aged 11-12 years who had borderline, mild, and moderate learning disabilities to determine whether those with more severe learning disabilities had greater impairments in working memory.
The Development of Working Memory in Children
- L. Henry
- Medicine, Psychology
- 6 December 2011
Working Memory in children with Intellectual Disabilities, Dyslexia and Specific Language Impairment and Working Memory in Children with Down's Syndrome and Williams Syndrome and Autistic Spectrum Disorders is studied.
Working memory in children with autism and with moderate learning difficulties.
- J. Russell, C. Jarrold, L. Henry
- PsychologyJournal of child psychology and psychiatry, and…
- 1 September 1996
It was shown that children with autism were at least as likely as normal children to employ articulatory rehearsal and that they had superior spans to that of children with moderate learning difficulties and group differences in the capacity of the central executive of working memory.
Working memory span and phonological awareness tasks as predictors of early reading ability.
The results suggested that phonological awareness and complex span tasks make a shared and a unique contribution to the variance in all three cognitive abilities, questioning Daneman and Carpenter's (1980, 1983) domain-specific hypothesis.
Eyewitness Memory, Suggestibility, and Repeated Recall Sessions in Children with Mild and Moderate Intellectual Disabilities
Performance was similar, although children with ID gave more information in response to free recall instructions and changed their answers in the repeated interview more often, and standardized measures of verbal memory and suggestibility were modest to moderate predictors of eyewitness memory performance.
The Assessment of Executive Functioning in Children.
BACKGROUND Executive functioning is increasingly seen as incorporating several component sub-skills and clinical assessments should reflect this complexity. METHOD Tools for assessing executive…
Autism Diagnosis in the United Kingdom: Perspectives of Autistic Adults, Parents and Professionals
- L. Crane, Richard Batty, Hanna Adeyinka, L. Goddard, L. Henry, E. Hill
- Psychology, MedicineJournal of autism and developmental disorders
- 12 June 2018
Using thematic analysis, three key themes were identified: the process of understanding and accepting autism; multiple barriers to satisfaction with the diagnostic process; and inadequate post-diagnostic support provision.
Eyewitness memory and suggestibility in children with mental retardation.
Children with mental retardation performed very well on many measures of eyewitness memory performance, reaching the level of the CA-comparable group for free recall, general questions, open-ended questions, and correctly leading questions, but were not more suggestible in response to closed misleading questions.