[ Research
interests ]
[ Current/recent research projects ]
[ Down's
syndrome and early intervention websites ]
[ Publications ]
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.
I am presently
research advisor to the Scottish and UK
Down's Syndrome Associations, a 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, and a member of 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, Developmental Neurorehabilitation (formerly Paediatric Rehabilitation),
Journal of Intellectual Disability Research, 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).
Photo
by kind permission of
Fundacio Catalana Sindrome de Down
365
photos by kind permission of Richard Bailey
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 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
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
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
Including children with special
educational needs into national health surveys
Researchers:
Professor Jennifer Wishart, Ms Judith Scott (Educational
Studies), and Professor 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
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
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.
Start/end
date: 2005 - 2008
Funder/amount: Medical Research Council, £348,000
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
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)
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:
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: www.scit.wlv.ac.uk/ukinfo
Photo
by kind permission of Fundacio Catalana Sindrome
de Down
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 1990-2009 publications follows
this.
Wood,
S., Wishart, J. G., Hardcastle, B., McCann, J.
and Timmins, C. (2009) The use of electropalatography
in the assessment and treatment of motor speech
disorders in children with Down's syndrome: evidence
from two case studies. Developmental Neurorehabilitation
(in press). McCann,
J., Wood, S., Hardcastle, W. J., Wishart, J. G.
and Timmins, C. (2009) The relationship
between speech, oromotor, language and cognitive
abilities in children with Down's syndrome, International
Journal of Language & Communication Disorders
(in press).
Boys,
C., Cunningham, C., McKenna, D. Robertson
P., Weeks, D. J. and Wishart, J. (2008) Prenatal
screening for Down's syndrome: Editorial
responsibilities. Lancet, 372, 1789-1891
Timmins,
C., Hardcastle, W., McCann, J., Wood, S. and Wishart,
J. (2008) Coarticulation in children with
Down's syndrome: an electropalatographic analysis.
International Speech Production Seminar, Strasbourg,
France, 8-12 December 2008. (Available
here)
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 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.
Publications
(1990-2009)
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 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.
Boys,
C., Cunningham, C., McKenna, D. Robertson P., Weeks,
D. J. and Wishart, J. (2008) Prenatal
screening for Down's syndrome: Editorial responsibilities.
Lancet, 372, 1789-1891.
Timmins,
C., Hardcastle, W., McCann, J., Wood, S. and
Wishart, J. (2008) Coarticulation in
children with Down's syndrome: an electropalatographic
analysis. International Speech Production Seminar,
Strasbourg, France, 8-12 December 2008. (Available
here)
Wood,
S., Wishart, J. G., Hardcastle, B., McCann, J.
and Timmins, C. (2009) The use of electropalatography
in the assessment and treatment of motor speech
disorders in children with Down's syndrome: evidence
from two case studies. Developmental Neurorehabilitation
(in press). McCann,
J., Wood, S., Hardcastle, W. J., Wishart, J.
G. and Timmins, C. (2009) The relationship
between speech, oromotor, language and cognitive
abilities in children with Down's syndrome, International
Journal of Language & Communication Disorders
(in press).
For updated information or for details of pre-1990
publications, please contact me directly by email or
via tel/fax numbers at top of
page.
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