Emily McDougal

Emily McDougal
Anna Freud Centre · Evidence Based Practice Unit

PhD Developmental Psychology

About

23
Publications
6,765
Reads
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155
Citations
Additional affiliations
June 2023 - present
University College London
Position
  • Honorary Research Fellow
May 2021 - May 2023
University of Surrey
Position
  • Research Fellow
August 2019 - May 2021
University of Edinburgh
Position
  • Research Associate
Education
October 2015 - June 2019
Durham University
Field of study
  • Developmental Psychology
September 2014 - September 2015
Durham University
Field of study
  • Developmental Psychopathology
September 2008 - June 2011
University of Essex
Field of study
  • Psychology

Publications

Publications (23)
Article
Full-text available
Background Interventions focused on cognitive function in neurodivergent children typically focus on single functions, e.g. working memory training. They are often focused on ‘deficit’ models and lack an emphasis on understanding areas of individual strengths and difficulties as a prerequisite to appropriate support. The multidimensional nature and...
Preprint
Primary school classrooms are busy multi-sensory environments where children are expected to engage in some of their most important formal learning. Emerging evidence suggest that sensory features of classrooms can have a negative impact on the ability to engage and learn. This may be particularly important for neurodivergent children with sensory...
Article
Full-text available
We examined whether cognitive profiles or diagnostic outcomes are better predictors of literacy performance for children being considered for an ADHD diagnosis. Fifty-five drug naïve children (Mage = 103.13 months, SD = 18.65; 29.09% girls) were recruited from an ADHD clinical referral waiting list. Children underwent assessment of IQ, Executive Fu...
Article
Full-text available
This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD + DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. T...
Article
The nature of the home mathematics environment (which includes numerical and spatial activities at home) is related to children's spatial and mathematics performance. The current study investigated concrete and digital construction play frequency and relations with spatial and mathematical skills. Participants aged 7–9 years (N = 634) reported thei...
Article
Full-text available
Lego construction ability is associated with a variety of spatial skills and mathematical outcomes. However, it is unknown whether these relations are causal. We aimed to establish the causal impact of Lego construction training on: Lego construction ability; a broad range of spatial skills; and on mathematical outcomes in 7-9-year-olds. We also ai...
Article
Full-text available
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children...
Preprint
There is a known relationship between LEGO® construction ability and mathematics performance, yet the mechanisms which drive this relationship are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete vs. digital construction. Children aged 7-9 years (N=358) completed spat...
Article
Full-text available
Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD...
Article
Full-text available
Evidence suggests that cognitive and literacy difficulties are common for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current systematic review and meta-analysis investigated the relationship between cognition and literacy in children with ADHD. 10,038 articles were screened against the inclusion criteria and six eligible stu...
Article
Full-text available
Cognitive processes play an imperative role in children’s mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708)...
Article
The global pandemic caused by COVID-19 has interrupted many routines and practices, including the education of young people. Many students are currently receiving some or all of their education online. Ensuring that online learning can be accessed by students with Special Educational Needs (SEN) can be a challenge. This guidance was written for tea...
Article
Full-text available
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 (i.e. facilitators) and negatively (i.e. barriers) upon learning for primary school pupils with an A...
Article
Full-text available
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 Disorders (ASD), even though attention is reported as atypical in this group. Aims To investigate reading...
Presentation
Attention abilities provide the gateway for learning in all domains, including reading and maths. Although not a core feature of Autism Spectrum Disorder (ASD), attention atypicalities have been well-documented (Ames & Fletcher-Watson, 2010). However, little research has investigated the role of attentional atypicalities in academic achievement in...

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