
Emily McDougalAnna Freud Centre · Evidence Based Practice Unit
Emily McDougal
PhD Developmental Psychology
About
23
Publications
6,765
Reads
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155
Citations
Introduction
Additional affiliations
June 2023 - present
May 2021 - May 2023
August 2019 - May 2021
Education
October 2015 - June 2019
Durham University
Field of study
- Developmental Psychology
September 2014 - September 2015
September 2008 - June 2011
Publications
Publications (23)
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...
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...
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...
This paper reports the use and impact of the Spatial Reasoning Toolkit (SRT) a year after its launch.
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...
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...
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...
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...
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...
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...
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...
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)...
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...
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...
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...
https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=183565
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...