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Research interests

As a developmental psychologist, I am particularly interested in the learning process and also in how children act as learners at different stages in their development. Current research interests are: cognitive and social development in children with Down's syndrome (and other genetically-based learning disorders); motivation and learning; attitudes towards inclusive education for children with learning disabilities; behavioural phenotypes; health and wellbeing in children and adults with special educational needs; speech production difficulties in children and young people with Down's sydrome.
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I am presently research advisor to the Scottish, UK and European Down's Syndrome Associations, UK representative on the Coordinating Committee of the International Society for Early Intervention, a member of the International Research and Advisory Board of the Down Syndrome Research Foundation (Canada)/Jo Mills Research Awards Committee, the Science, Research and Practice Advisory Board, Down Syndrome Educational Trust and the Scientific Advisory Panel of the World Congress, International Association for the Scientific Study of Intellectual Disabilities.

I serve on the editorial boards of the Journal for Applied Research in Intellectual Disabilities, Down Syndrome: Research and Practice, Developmental Neurorehabilitation (formerly Paediatric Rehabilitation), Down Syndrome Quarterly and Special Educational Needs Abstracts. I also review for a wide range of journals (mainly in psychology, education and medicine) and assess grant applications for a range of UK and international research councils, government bodies and charities.

My own research has been funded mainly by the MRC (UK) but has also been supported by awards from ESRC, Down's Syndrome Scotland, Down's Syndrome Association (UK), Baily Thomas Charitable Trust and the Chief Scientist Office (Scotland).

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Current/recent research projects

Development and learning disabilities

Researchers: Professor Jennifer Wishart (Educational Studies), Dr Tom Pitcairn (Psychology), Dr Walter Muir (Psychiatry), Dr Debra Bowyer and Miss Judith Scott (Educational Studies), University of Edinburgh.

Keywords: Learning disability; development; Down's syndrome.

Abstract: This project is focused on promoting research into some of the major effects of learning disabilities on lifespan behaviour and health, drawing on the complementary knowledge bases and methodologies of psychology, psychiatry, education and genetics. The interdisciplinary group associated with this MRC development grant aimed: to advance understanding of lifespan development in those with learning disabilities, relating this to theories of typical and atypical development; to examine factors influencing developmental trajectories and adult outcomes, relating these to quality of life; to link variability in functioning to underlying neurology and genetics; to inform service provision and intervention strategies for children and adults with learning disabilities*. Down's syndrome served as the 'benchmark' disability because of its high incidence rate and known aetiology and because of the relatively wide variation seen in outcomes within and across different developmental domains. Data on children and adults with other forms of learning disability were also gathered, however, in areas of investigation where previous research suggested that contrasting developmental profiles might emerge.

*information on a number of the group's related projects can be found below.

Start/end date: 2001 - 2004

Funder/amount: Medical Research Council, £84,000

 

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Social cognition in children with Down's syndrome

Researchers: Professor Jennifer Wishart (Educational Studies), Dr Tom Pitcairn (Psychology), Dr Katie Cebula (Education & Society), University of Edinburgh, and Ms Diane Willis (Educational Studies/Nursing), University of Edinburgh/Napier University.

Keywords: Down's syndrome; social cognition; collaborative learning; neuropsychology.

Abstract: The stereotype of DS is that affected individuals, despite their cognitive disability, are relatively socially competent. Exploratory work, however, has revealed a specific deficit in facial processing of emotion and a very poor grasp of the rules underlying social interaction, a possible product of a lack of associative or top-down learning. These features are consistent with current knowledge of the neuropathology of DS. It was hypothesised that these deficits in social understanding constrain cognitive development and may contribute to the well-known decline in DS developmental rate. A series of studies investigated: i) the understanding of expressions of emotion (a key component in interpersonal communication in children and adolescents with DS. ii) how these are interpreted when they carry meaning in social contexts, iii) the ways in which social knowledge supports or disrupts interpersonal functioning and the process of learning from others. Findings were of direct relevance to educational practice and to the development of theories of typical/atypical development. They also contributed to scientific/public understanding of the nature of the specific difficulties experienced by children with DS in everyday contexts.

Start/end date: 2001 - 2004

Funder/amount: Medical Research Council, £306,000

 

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Relating experiences of the menopause in women with learning disabilities to carers' perceptions of needs

Researchers: Professor Jennifer Wishart (Educational Studies), University of Edinburgh, Ms Diane Willis (Educational Studies/Nursing), University of Edinburgh/Napier University and Dr Walter Muir (Psychiatry), University of Edinburgh.

Keywords: Learning disabilities; health needs and carers' understanding.

Abstract: Despite an elevated risk of physical and psychological menopausal and postmenopausal problems, little is known about the menopause in women with learning disabilities save that its onset is typically earlier than in other women. Ability to access information and services is clearly reduced in those with learning disabilities and continuing well-being is thus heavily dependent on accurate carer identification of needs. Using individual interviews and focus groups, this study gathered data on the experiences of 40 women with LDs of differing origin and severity, relating these to carer perceptions and knowledge with a view to identifying gaps in health education and training.

Start/end date: 2004 - 2006

Funder/amount: Baily Thomas Charitable Fund, £55,000

 

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Including children with special educational needs into national health surveys

Researchers: Professor Jennifer Wishart, Ms Judith Scott (Educational Studies), and Dr Candace Currie, (Child and Adolescent Health Research Unit/Physical Education, Sport and Leisure Studies), University of Edinburgh.

Keywords: Health inclusion, special educational needs.

Abstract: This pilot study assessed the feasibility of including children with learning disabilities into national surveys of health behaviours and health needs. Using the long-established, Edinburgh-based WHO Health Behaviour in School-aged Children (HBSC) survey tool, a 2-stage iterative process explored i) how accessible the present format is to children with significant learning and literacy difficulties, ii) how much/what kind of adult support is required to assist completion, iii) which areas of the survey present greatest problems of accessibility and which might be suitable for proxy completion, and iv) how question content and response options can be adapted to enhance child completion rates while still retaining instrument validity and child confidentiality.
(see: www.sehd.scot.nhs.uk/cso/pubications/execsumms/mayjune06/Wishart.pdf)

Start/end date: 2005 - 2006

Funder/amount: Chief Scientist Office, £20,000

 

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Collaborative learning benefits for children with different kinds of learning disabilities

Researchers: Professor Jennifer Wishart (Educational Studies), University of Edinburgh, Ms Diane Willis (Educational Studies/Nursing), University of Edinburgh/Napier University, and Dr Katie Cebula, (Education & Society), University of Edinburgh.

Keywords: Collaborative learning, special eductional needs.

Abstract: This project extends our MRC-funded investigations of the impact of collaborative learning in children with Down's syndrome, focusing on a core conceptual ability, grouping objects by category. Collaborative learning has its roots in Piagetian and Vygotskian theories of cognitive development and is used very widely in schools with typically developing children but only rarely in special educational contexts. Our most recent studies have shown that children with learning disabilities can in fact reap significant cognitive benefit from collaborative learning oppportunities but that children with Down's syndrome, while showing gains, may not benefit to the same extent as other children with equivalent levels of severity of cognitive impairment. This project is use microanalysis of videotaped collaborative sessions to explore why this might be.

Start/end date: 2005 - ongoing

Funder/amount: Down's Syndrome Scotland, £3,000

 

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Assessment and treatment of impaired speech motor control in children with Down's syndrome

Researchers: Professor W. Hardcastle (Speech & Language Sciences) Queen Margaret University, Edinburgh, Professor Jennifer Wishart (Educational Studies), University of Edinburgh, and Dr S. Wood (Speech & Language Sciences) Queen Margaret University, Edinburgh.

Keywords: Speech and language development, electropalatography, Down's syndrome

Abstract: Many people with Down's syndrome experience difficulties with speech and language which impair their ability to communicate; speech can be difficult to understand or there may be difficulty producing certain sounds. Poor intelligibility can make communicating successfully with others problematic, limiting ability to make friends and impeding access to education and employment opportunities. This longitudinal project is using a technique called electropalatography (EPG) to assess and treat speech disorders in children and young people with Down's syndrome. It aims i) to identify in detail the type of speech patterns produced by children with Down's syndrome, comparing these to those seen in typically-development, ii) to evaluate the role of EPG therapy in improving speech production and increasing intelligibility, iii) to explore the relationship between speech intelligibility and cognitive level, speech perception skills, age and general motor development to determine if any of these variables are good predictors of success in EPG therapy.

(see http://www.qmuc.ac.uk/ssrc/DownSyndrome/home.htm)

Start/end date: 2005 - 2008

Funder/amount: Medical Research Council, £348,000

 

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Enhancing speech intelligibility in children and young people with Down syndrome

Researchers: Dr S. Wood, Prof. W. Hardcastle, (Speech and Language Sciences) Queen Margaret University, Prof J. Wishart (Educational Studies), University of Edinburgh.

Keywords: Down's syndrome, speech production, electropalatography (EPG)

Abstract: Language is usually slow to develop in children with Down syndrome, with speech motor problems often resulting in poor intelligibility. Traditional therapy has had little impact but encouraging results are coming from a an MRC project using electropalatography (see above project). EPG training allows the child to 'see' where his or her tongue is when trying to say a given word and to correct this as necessary. This extension to the MRC project will evaluate the relative efficiency of different therapy schedules by offering EPG-based therapy to the current MRC control groups.

Start/end date: 2008 - 2009

Funder/amount: Baily Thomas Charitable Fund, £40k

 

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The value of outdoor education for people with disabilities: an in-depth case study based on the work of the Calvert Trust

Researchers: John Crosbie (Graduate School), Prof. P Higgins (PESLS), Prof J WIshart (Educational Studies), University of Edinburgh.

Keywords: Outdoor education, people with disabilities

Abstract: In general, in the UK and internationally, the effectiveness of residential and outdoor adventurous activities programmes has been the focus of very little academic research. Outcomes are typically not monitored by providers routinely or in any depth and the limited information reported may well be group specific; findings also often differ from one country to another. It is consequently difficult to know if programmes of outdoor education do indeed 'make a difference' for the majority of the participants or to assess the relative effectiveness of the specific inputs within any given programme. This study, to be carried out as part of a PhD programme of training and research, aims to gather views on the efficacy and value of the work of a leading UK provider of outdoor activities for children and adults with disabilities, the Calvert Trust. Information will be gathered from a range of sources, with converging methodologies used to maximise the validity and reliability of findings.

Start/end date: 2008 - 2011

Funder/amount: Calvert Trust/Zurich UK, £75k (linked PhD studentship)

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Down's syndrome and early intervention websites

The following sites have lots of interesting information on Down's syndrome, developmental disabilities and/or early intervention. They also contain links to other useful sites:
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• http://www.dsscotland.org.uk
• http://www.dsa-uk.com
• http://www.downsed.org
• http://www.dsrf.org
• http://www.ndss.org
• http://www.ds-health.com
• http://www.nasen.org.uk
• http://www.familyvillage.wisc.edu
• http://depts.washington.edu/isei
• http://Thearc.org


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If you are trying to locate information on the work of other UK university-based researchers, the following site is very helpful as it has a click-on map of all UK HEIs:
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• http://www.scit.wlv.ac.uk/ukinfo/ac

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Some recent publications

The short list of publications below report some of our own recent work, with some also overviewing broader research findings on development in children with Down's syndrome and other kinds of learning disabilities. A full list of 1990-2008 publications follows this.

Cebula, K.R. & Wishart, J.G. (2008). Social cognition in children with Down syndrome. International Review of Research in Mental Retardation (Ed. L. Glidden), 35, 43-86. New York: Academic Press.

Wishart, J.G. (2008) Contributions to Kids with Down Syndrome: Staying Healthy and Making Friends (CD-ROM). Vienna, VA: Blueberry Shoes Productions.

Wishart, J. G. (2007). Socio-cognitive understanding: a strength or weakness in Down syndrome? Journal of Intellectual Disability Research, 51, 996-1005.

Timmins, C., Hardcastle, W., Wood, S., Wishart, J. & McCann, J. (2007). Variability in fricative production of young people with Down's syndrome: an EPG analysis. In Proceedings of 16th International Congress of Phonetic Sciences (pp 1981-84). Saarbrucken: ICPhS (available at http://www.icphs2007.de)

Wishart, J. G., Cebula, K. R., Willis, D. S. & Pitcairn, T.K. (2007). Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology. Journal of Intellectual Disability Research, 51, 551-563.

Wishart, J.G., Willis, D.S., Cebula, K.R. & Pitcairn, T. K. (2007). Collaborative learning: a comparison of outcomes for typically developing and intellectually disabled children. American Journal on Mental Retardation, 112, 361-374.

Scott, J, Wishart, J.G. & Bowyer, D. (2006). Do current consent and confidentiality requirements impede or enhance research on children with learning disabilities? Disability and Society 21, 271-285.

Williams, K., Wishart, J., Willis, D. & Pitcairn, T. (2005). Recognition of facial expressions of emotion by boys with fragile X syndrome. Fragile X Society Newsletter, 35, 54-57.

Wishart, J.G. (2005). Widening perspectives on pediatric rehabilitation (editorial). Pediatric Rehabilitation, 8, 85-87.

Williams, K.R., Wishart, J.G., Pitcairn, T.K., & Willis, D.S. (2005). Emotion recognition by children with Down syndrome: investigation of specific impairments and error profiles. American Journal on Mental Retardation, 110, 378-392.

Wishart, J.G. (2005). Learning in children with Down's Syndrome. In A. Lewis and B Norwich (Eds), Special Teaching for Special Children? Pedagogies for Inclusion (pp. 81-95). Maidenhead, England: Open University Press/McGraw Hill

Williams, K. & Wishart, J.G. (2003). The Son-Rise Program Intervention for Autism: An Investigation into Family Experiences. Journal of Intellectual Disability Research, 47, 291-299

Wishart, J.G. (2002). Learning in young children with Down's syndrome: public perceptions, empirical evidence. In M.Cuskelly, A Jobling & S. Buckley (Eds.), Down Syndrome Across the Lifespan (pp.18-27). London: Whurr.

 

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Publications (1990-2007)   

Jennifer G Wishart
Chair in Developmental Disabilities in Childhood
Dept of Educational Studies
Moray House School of Education
The University of Edinburgh

 Email: J.Wishart@ed.ac.uk
Tel/Fax (direct): +44 (0) 131 651 6099

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Wishart, J.G. & Duffy, L. (1990). Instability of performance on cognitive tests in infants and young children with Down's syndrome. British Journal of Educational Psychology, 59, 10-22.

Wishart, J.G. & Johnston, F. (1990). The effects of experience on attribution of a stereotyped personality to children with Down's syndrome. Journal of Mental Deficiency Research, 34, 409-420.

Wishart, J.G. (1990). Learning to learn: the difficulties faced by infants and young children with Down's syndrome. In W.I.Fraser (ed.), Key Issues in Research in Mental Retardation (pp. 249-261). London: Routledge.

Wishart, J.G. (1990). Early learning and development in infants and young children with Down's syndrome. In: E.Chigier (ed.), Looking Up at Down's Syndrome: Selected Papers from the Fourth International Convention on Down Syndrome (pp. 149-162). London: Freund.

Wishart, J.G. (1991). Taking the initiative in learning: a developmental investigation of infants with Down's syndrome. International Journal of Disability, Development and Education, 38, 27-44.

Wishart, J.G. (1991). Prenatal screening for Down's syndrome. British Medical Journal, 303, 54.

Wishart, J.G. (1991). Learning difficulties in infants with Down's syndrome. International Journal of Rehabilitation Research, 14, 251-255.

Wishart, J.G. (1991). Early intervention. In W.I.Fraser, R.MacGillvray & A.Green (eds.), Halla's Caring for People with Mental Handicap: 8th ed. (pp. 21-27). London: Butterworth Heinemann.

Wishart, J.G. (1991). Vintage Bower: Theory and facts. Contemporary Psychology, 36, 644-646.

Wishart, J.G. (1991). Prenatal screening for Down's syndrome: psychological factors. British Medical Journal, 303, 468-469.

Wishart, J.G. (1991). Motivational deficits and their relation to learning difficulties in young children with Down's syndrome. In J.Watson (ed.), Innovatory Practice and Severe Learning Difficulties (pp. 80-100). Edinburgh: Moray House Press.

Wishart, J.G. (1992). Acquisition of the object concept. In: L.R.Squire (ed.), Encyclopedia of Learning and Memory (pp. 489-492). New York: Macmillan.

Wishart, J.G. (1992). A comparison of processes of early cognitive development in normally-developing children and children with Down's syndrome. In G.Kugiumutzakis (ed.), Progress in Developmental Psychology: The First Years (pp. 211-223). Heraklion: Crete University Press.

Wishart, J.G. (1992). Antenatal screening for Down's syndrome. British Medical Journal, 305, 770.

Wishart, J. G. (1992). Obstacles to cognitive development in young children with Down's syndrome. In O.Pascual (ed.), Down's syndrome: Achieving Independence (pp. 119-134), Barcelona: Fundacio Catalana Sindrome de Down.

Wishart, J.G. (1992). The performance of children with Down's syndrome in assessment situations . In O.Pascual (ed.), Down's syndrome: Achieving Independence (pp. 135-148), Barcelona: Fundacio Catalana Sindrome de Down.

Wishart, J.G, MacLeod, H.A. & Rowan, C. (1993). Parents' evaluations of pre-school services for children with Down's syndrome in two Scottish regions. Child: Care, Health and Development, 19, 1-23.

Wishart, J.G. (1993). The development of learning difficulties in children with Down's syndrome. Journal of Intellectual Disability Research, 37, 389-403. (Reprinted with commentary in: Revista Sindrome di Down, 1994, 11, 27-31/36).

Wishart, J.G. (1993). Learning the hard way: avoidance strategies in young children with Down's syndrome. Down's Syndrome Research & Practice, 1, 47-55 (reprinted in Stichting Down's Syndroom, 1993, 26, 6, 1-10).

Duffy, L & Wishart, J.G. (1994). The stability and transferability of errorless learning in children with Down's syndrome. Down's Syndrome Research & Practice, 2, 51-58.

Pitcairn, T.K. & Wishart, J.G. (1994). Reactions of young children with Down's syndrome to an impossible task. British Journal of Developmental Psychology, 12, 485-490.

Franco, F. & Wishart, J.G. (1995). The use of pointing and other gestures by young children with Down's syndrome. American Journal on Mental Retardation, 100, 160-182.

Wishart, J.G. (1995). Cognitive abilities in children with Down syndrome: developmental instability and motivational deficits. In C.Epstein, T.Hassold, I.T.Lott, L.Nadel & D.Patterson (eds.), Etiology and Pathogenesis of Down Syndrome (pp.57-92). New York: Wiley-Liss.

Franco, F. & Wishart, J.G. (1995). Sviluppo communicativo preverbale in bambibi con sindrome di Down. In C.Cornoldi & R.Vianello (eds.), Handicap e Apprendimento (pp. 55-68). Bergamo: Edizioni Junior.

Thomson, G.O.B., Ward, K. & Wishart, J.G. (1995). The transition to adulthood for children with Down's syndrome. Disability and Society, 10, 205-220.

Wishart, J.G. (1996). Avoidant learning styles and cognitive development in young children with Down syndrome. In B.Stratford & P.Gunn (eds.), New Approaches to Down Syndrome (pp.173-205). London: Cassell.

Wishart, J.G. (1996). Learning in young children with Down's syndrome: developmental trends. In J.A.Rondal, J.Perera, L.Nadel & A.Comblain (eds.), Down's Syndrome: Psychological, Psychobiological and Socioeducational Perspectives (pp 81-96). London: Colin Whurr.

Wishart, J.G. & Manning, G. (1996). Trainee teachers' attitudes to inclusive education for children with Down's syndrome. Journal of Intellectual Disability Research, 40, 56-65.

Franco, F. & Wishart, J.G. (1996). Preverbal communication in young children with Down's syndrome. M.Aldridge (ed.), Child Language (pp. 52-64), Clevedon, UK: Multilingual Matters.

Wishart, J.G. (1998). Early intervention. In W.I.Fraser, D.Sines & M. Kerr (eds). Hallas: The Care of People with Intellectual Disabilities: 9th ed (pp.26-35). Oxford: Butterworth Heinemann.

Wishart, J.G. (1998). Motivation and development in children with Down syndrome. Associated Papers, Association of Child Psychology and Psychiatry, 15, 47-62.

Wishart, J.G. (1998). Children with Down's syndrome: Facts, findings, the future. International Journal of Disability, Development and Education, 45, 343-363.

Wishart, J.G. (1998). Early learning in children with Down syndrome: developmental strengths, developmental weaknesses. In N.Virji-Babul & D. Kisly (eds.), Proceedings of the First Biennial Scientific Conference on Down Syndrome (pp. 83-96). Vancouver: Down Syndrome Research Foundation/Simon Fraser University. (also available at www.dsrf.org).

Bevington, J & Wishart, J.G. (1999). The influence of classroom peers on cognitive performance in children with behavioural problems. British Journal of Educational Psychology, 69, 19-32.

Wishart, J.G (1999), Learning and development in children with Down's Syndrome. In A. Slater & D.Muir (eds), Blackwell Reader in Developmental Psychology (pp. 493-508). Oxford: Blackwell.

Williams, K. & Wishart, J.G. (1999). The experience of families implementing the Son-Rise Program intervension for autism. In G. Linfoot & P. Shattock (eds.), From Research into Therapy (pp.91-102). Sunderland: Autism Research Unit, University of Sunderland.

Pitcairn, T.K. & Wishart, J.G. (2000). Face processing in children with Down syndrome. In D.Weeks, R.Chua & D.Elliott (eds.), Perceptual-Motor Development in Down Syndrome (pp.123-147) Champaign, Ill.: Human Kinetics.

Wishart, J.G. & Pitcairn, T.K. (2000). The recognition of identity and expression in faces by children with Down syndrome. American Journal on Mental Retardation, 105, 466-479.

Wishart, J.G. (2000). Text and video contributions to 'Down Syndrome: Issues and Interventions' (CD-ROM). Down Syndrome Research Foundation: Vancouver, Canada.

Wishart, J.G. (2000). Kognitive entwicklung bei kleinkindern mit Down-Syndrom. Leben mit Down-Syndrom, 35, 24-3.

Williams, K. & Wishart, J.G. (2001). Combining school attendance with home-based interventions for autism. Journal of Research in Special Educational Needs, Issue 1 (electronic journal: www.nasen.org.uk).

Wishart, J.G. (2001). Motivation and learning styles in young children with Down syndrome. Down syndrome: Research and Practice, 7, 51-55.

Wishart, J.G. (2002). Learning in young children with Down's syndrome: public perceptions, empirical evidence. In M.Cuskelly, A Jobling & S. Buckley (Eds.), Down Syndrome Across the Lifespan (pp.18-27). London: Whurr.

Williams, K. & Wishart, J.G. (2003). The Son-Rise Program Intervention for Autism: An Investigation into Family Experiences. Journal of Intellectual Disability Research, 47, 291-299

Wishart, J.G. (2005). Learning in children with Down's Syndrome. In A. Lewis and B Norwich (Eds), Special Teaching for Special Children? Pedagogies for Inclusion (pp. 81-95). Maidenhead, England: Open University Press/McGraw Hill

Williams, K.R., Wishart, J.G., Pitcairn, T.K., & Willis, D.S. (2005). Emotion recognition by children with Down syndrome: investigation of specific impairments and error profiles. American Journal on Mental Retardation, 110, 378-392.

Wishart, J.G. (2005). Widening perspectives on pediatric rehabilitation (editorial). Pediatric Rehabilitation, 8, 85-87.

Williams, K., Wishart, J., Willis, D. & Pitcairn, T. (2005). Recognition of facial expressions of emotion by boys with fragile X syndrome. Fragile X Society Newsletter, 35, 54-57.

Scott, J, Wishart, J.G. & Bowyer, D. (2006). Do current consent and confidentiality requirements impede or enhance research on children with learning disabilities? Disability and Society 21, 271-285.

Wishart, J.G., Willis, D.S., Cebula, K.R. & Pitcairn, T. K. (2007). Collaborative learning: a comparison of outcomes for typically developing and intellectually disabled children. American Journal on Mental Retardation, 112, 361-374.

Timmins, C., Hardcastle, W., Wood, S., Wishart, J. & McCann, J. (2007). Variability in fricative production of young people with Down's syndrome: an EPG analysis. In Proceedings of 16th International Congress of Phonetic Sciences (pp 1981-84). Saarbrucken: ICPhS (available at http://www.icphs2007.de)

Wishart, J. G., Cebula, K. R., Willis, D. S. & Pitcairn, T.K. (2007). Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology. Journal of Intellectual Disability Research, 51, 551-563.

Wishart, J. G. (2007). Socio-cognitive understanding: a strength or weakness in Down syndrome? Journal of Intellectual Disability Research, 51, 996-1005.

Cebula, K.R. & Wishart, J.G. (2008). Social cognition in children with Down syndrome. International Review of Research in Mental Retardation (Ed. L. Glidden), 35, 43-86. New York: Academic Press.

Wishart, J.G. (2008) Contributions to Kids with Down Syndrome: Staying Healthy and Making Friends (CD-ROM). Vienna, VA: Blueberry Shoes Productions.

For updated information or for details of pre-1990 publications, please contact me directly by email or via tel/fax numbers given above.

 

Last modified:19 March 2008

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