Maria AshworthKingston University London · Department of Psychology
Maria Ashworth
Master of Science in Social and Applied Psychology
About
9
Publications
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85
Citations
Citations since 2017
Publications
Publications (9)
Portraying the voices of children with complex genetic neurodevelopmental disorders about their health, care and education needs in their statutory documents is a challenging task. This study examined the ways by which the perspectives of children diagnosed with Down Syndrome (DS) and Williams Syndrome (WS) are portrayed in their statutory document...
The current paper examined the impact of the transition from primary to secondary school on anxiety for children with Neurodevelopmental Disorders (NDDs), specifically for autistic children, children with Down Syndrome (DS) and Williams Syndrome (WS). Previous research has highlighted the impact such educational changes can have upon autistic child...
The current paper examined the impact of the transition from primary to secondary school on anxiety for children with Neurodevelopmental Disorders (NDDs), specifically for autistic children, children with Down Syndrome (DS) and Williams Syndrome (WS). Previous research has highlighted the impact such educational changes can have upon autistic child...
There has been an increase in cognitive assessment via the Internet, especially since the coronavirus disease 2019 surged the need for remote psychological assessment. This is the first study to investigate the appropriability of conducting cognitive assessments online with children with a neurodevelopmental condition and intellectual disability, n...
Vision problems can lead to negative developmental outcomes. Children with Williams syndrome and Down syndrome are at
higher risk of vision problems, and these are less likely to be detected due to diagnostic overshadowing and difficulty accessing eye-care. Education, Health and Care (EHC) plans are statutory documents, introduced by the Children a...
Background
Professionals play a key role in supporting children with special educational needs in schools. However, the views of those working with neurodevelopmental disorders are less known.
Aims
This study examined the views of professionals (including teachers, teaching assistants, educational psychologists, speech and language therapists, phy...
Background
Although parental stress is higher for children with neurodevelopmental disorders (NDs), it is unclear how this stress compares to more common NDs. The current study compared stress in parents of children with Williams syndrome (WS), Down syndrome (DS) and autism spectrum disorders (ASD). The impact of individual and contextual factors w...
Background
The current study examined parents’ views about their child’s educational provision for children with Williams syndrome (WS), Down syndrome (DS), and Autism Spectrum Disorders (ASD).
Aims
This cross-syndrome comparison explored the specific and general difficulties that parents of children with neurodevelopmental disorders experience ab...
Williams syndrome (WS) is a rare neurodevelopmental disorder associated with physical health problems, limitations in cognitive abilities and increased risk of mental health difficulties. This profile of complex needs may make it challenging to support children with WS in schools. Surprisingly, in the current international move for inclusion, limited...
Projects
Projects (3)
This study examines the transition from primary to secondary school in children with neurodevelopmental disorders. Comparisons between Autism, Williams syndrome, and Down syndrome allow insight into the unique and shared challenges and opportunities in relation to children’s transitions. Using a novel approach by triangulating the views from parents, professionals, as well as children’s own voices, their cognitive abilities, and mental health outcomes, this study allows for the development of informed guidelines to support school transitions in these populations.
This project, which is funded by the Williams Syndrome Foundation, aims to:
1. Gather the parental views and concerns about how their children’s needs are being addressed within the current educational context and especially since the introduction of the new SEND Code of Practice.
2. Gather the views of professionals (including teachers, Special educational needs co-ordinators (SENCOs) and educational psychologists) working with children and young people with WS with respect to assessment and challenges in meeting their educational and psychosocial needs.
3. To examine how the voices of families, children and young people with WS are captured in their Education Health and Care plans
