Papers

Pritchard-Rowe, E., de Lemos, C., Howard, K., and Gibson, J. L. (2023). Diversity in Autistic Play: Autistic Adults' Experiences. Autism in Adulthood. (11 pages). http://doi.org/10.1089/aut.2023.0008

Gibson, J. L. and McNally, S. (2024). Play in the Education and Care of Young Autistic Children. Pp 147-158. In Nikforidou, Z. (Ed.) Resilience and wellbeing: children, families and communities, Routledge: London. 

Sher, D.A., & Gibson, J.L. (2023). Pioneering, prodigious and perspicacious: Grunya Efimovna Sukhareva’s life and to conceptualising autism and schizophrenia. European Child Adolescent Psychiatry. 32, 475–490. https://doi.org/10.1007/s00787-021-01875-7

Zhao, Y. V., & Gibson, J. L. (2022). Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism & Developmental Language Impairments. https://doi.org/10.1177/23969415211063822

 Gibson, J. L., Pritchard, E., & de Lemos, C. (2021). Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review. Autism & Developmental Language Impairments. https://doi.org/10.1177/23969415211015840

Gibson, J. L. and St Clair, M. C. (2020). Assessing pragmatic competence in developmental disorders. In: De Gruyer Mouton handbook of Developmental and Clinical Pragmatics.

Howard, K.B., Katsos, N. and Gibson, J.L. (2020). Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings. British Educational Research Journal. doi:10.1002/berj.3662 

Francis, G., Farr, W., Mareva, S. and Gibson, J. L. (2018). Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2018.08.005

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, J. (2016). Practitioner Review: Multilingualism and Neurodevelopmental disorders - an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry, doi:10.1111/jcpp.1259

Kašćelan, D., Katsos, N. and Gibson, J. L. (2019). Relations between bilingualism and autistic-like traits in a general population sample of primary school children. Journal of Autism and Developmental Disorders

Howard, K. B., Katsos, N. and Gibson, J. L. (2019). The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Research in Developmental Disabilities. Volume 87, April 2019, Pages 9-20. https://doi.org/10.1016/j.ridd.2019.01.008

Howard, K., Katsos, N., & Gibson, J. L.  (2019). Using interpretative phenomenological analysis in autism research. Autism. https://doi.org/10.1177/1362361318823902

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. L. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation. Research in Developmental Disabilities, 32(6), 2458-2466.

 Hobson, H., Toseeb, U. and Gibson, J. L. (2024). Developmental language disorder and neurodiversity: Surfacing contradictions, tensions and unanswered questions. International Journal of Language and Communication Disorders. 1–12. (12 pages). https://doi.org/10.1111/1460-6984.13009

St Clair, M., Horsham, J., Lloyd-Esenkaya, V., Jackson, E., Gibson, J., Leitão, S. et al. (2023) The Engage with Developmental Language Disorder (E-DLD) project: Cohort profile. International Journal of Language & Communication Disorders, 58, 929–943. (14 pages)  https://doi.org/10.1111/1460-6984.12835

Goodacre, E. J., Fink, E., Ramchandani, P., & Gibson, J. L. (2023). Building connections through play: Influences on children's connected talk with peers. British Journal of Developmental Psychology, 41, 203–226. (23 pages) https://doi.org/10.1111/bjdp.12443

Blaskova, L. J., & Gibson, J. L. (2023). Children with language disorder as friends: Interviews with classroom peers to gather their perspectives. Child Language Teaching and Therapy, 39(1), 39–57. (18 pages) https://doi.org/10.1177/02656590221139231

Müller, L.-M., Howard, K., Wilson, E., Gibson, J., & Katsos, N. (2020). Bilingualism in the family and child well-being: A scoping review. International Journal of Bilingualism. https://doi.org/10.1177/1367006920920939

St Clair, M. C., Forrest, C. Yew, S. G. K., and Gibson, J. L. (2019) Early risk factors and emotional difficulties in children at risk of Developmental Language Disorder: A Population cohort study. Journal of Speech, Language and Hearing Research. https://doi.org/10.1044/2018_JSLHR-L-18-0061

Newbury, D., Gibson, J., Conti-Ramsden, G., Andrew, P., Kevin, D., & Toseeb, U. (2020) Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2019_JSLHR-L-19-0001

Gibson, J. L. and St Clair, M. C. (2020). Assessing pragmatic competence in developmental disorders. In: De Gruyer Mouton handbook of Developmental and Clinical Pragmatics.

Forrest, C., Gibson, J. L., Halligan, S, and St Clair, M. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments https://doi.org/10.1177/2396941518795392

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, J. (2016). Practitioner Review: Multilingualism and Neurodevelopmental disorders - an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry, doi:10.1111/jcpp.1259

van Harmelen, A.-L., Gibson J.L., St Clair, M.C., Owens, M., Brodbeck, J., Dunn, V., et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715. doi:10.1371/journal.pone.0153715

Gibson, J., Kelvin, R. and Goodyer, I. (2015). A call for greater transparency in health policy development. Observations from an analysis of Child and Adolescent Mental Health policy. Evidence and Policy Journal, 11(1):7-18.

Gibson, J., Adams, C., Lockton, E. and Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54, 1186-1197

Zhao, Y. V., & Gibson, J. L. (2022). Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism & Developmental Language Impairments. https://doi.org/10.1177/23969415211063822

 Gibson, J. L., Pritchard, E., & de Lemos, C. (2021). Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review. Autism & Developmental Language Impairments. https://doi.org/10.1177/23969415211015840

Gibson, J. L., Fink, E., Torres, P. E., Browne, W. V. and Mareva, S. (2019). Making sense of social pretense: The effect of the dyad, sex and language ability in a large observational study of children’s behaviors in a social pretend play context. Soc. Dev.. Accepted Author Manuscript. https://doi.org/10.1111/sode.12420

Jorge C.C., Atzmueller M., Heravi B.M., Gibson J.L., de Sá C.R., Rossetti R.J.F. (2019) Mining Exceptional Social Behaviour. In: Moura Oliveira P., Novais P., Reis L. (eds) Progress in Artificial Intelligence. EPIA 2019. Lecture Notes in Computer Science, vol 11805. Springer, Cham https://doi.org/10.1007/978-3-030-30244-3_38

Rao, Z. and Gibson, J. L. (2019). The Role of Pretend Play in Supporting Young Children’s Emotional Development. In: The SAGE Handbook of Developmental Psychology and Early Childhood Education, pp 63

Moreno, A., Poppe, R., Gibson, J. L., & Heylen, D. (2019). Automated and unobtrusive measurement of physical activity in an interactive playground. International Journal of Human-Computer Studies. Volume 129, September 2019, Pages 55-63. https://doi.org/10.1016/j.ijhcs.2019.03.010

McNamara, L., Gibson, J., Lodewyk, K., Spadafora, N., & Lakman, Y. (2018). Enjoyment and belonging at recess: A mixed-methods study of children’s views of recess and responses to a recess intervention. Journal of Contemporary Issues in Education, 13(2), pp. 37-54

Ellefson, M, R., Baker, S. T. & Gibson, J. L. (2018) Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions, Journal of Cognition and Development, DOI: 10.1080/15248372.2018.1551219

Francis, G., Farr, W., Mareva, S. and Gibson, J. L. (2018). Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2018.08.005

Rao, Z. and Gibson, J. L. (2018). Motivations for Emotional Expression and Emotion Regulation Strategies in Chinese School-Aged Children. Motivation and Emotion. https://doi.org/10.1007/s11031-018-9740-0

Fink E., Browne, W., Hughes, C. and Gibson J. L. (2018). Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling. Social Development. https://doi.org/10.1111/sode.12323

Heravi, B*., Gibson, J. L.*, Hailes, S., & Skuse, D. Playground Social Interaction Analysis using Bespoke Wearable Sensors for Tracking and Motion Capture. Proceedings of ACM Movement and Computing June 2018 (MOCO’18). *co-1st authors. https://doi.org/10.1145/3212721.3212818

Gibson, J.L., Cornell, M. & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health. https://doi.org/10.1007/s12310-017-9220-9

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation. Research in Developmental Disabilities, 32(6), 2458-2466.