Items where City Author is "Henry, Lucy"
Harvey, A. 
ORCID: 0000-0001-9984-1595, Spicer-Cain, H., Botting, N. ORCID: 0000-0003-1082-9501 (2025).
Everyday narrative skills in autistic adolescents.
First Language, 45(2),
pp. 196-227.
doi: 10.1177/01427237251315253
Moss, B., Henry, L. ORCID: 0000-0001-5422-4358, Davies, C. (2025).
‘I just had to park up at the hospital and leave her’: retrospective interview study of pregnancy, birth and parenting during the Covid-19 pandemic restrictions.
Journal of Family and Child Health, 2(1),
pp. 186-195.
doi: 10.12968/jfch.2025.2.1.20
Harvey, A. ORCID: 0000-0001-9984-1595, Spicer-Cain, H. ORCID: 0000-0003-0428-770X, Botting, N. ORCID: 0000-0003-1082-9501 (2025).
Narrative abilities of autistic and non-autistic adolescents: The role of Mentalising and Executive Function.
Autism Research, 18(1),
pp. 152-165.
doi: 10.1002/aur.3272
Nilsson, K., Elwer, A., Messer, D. J. (2024). Developmental Trajectories of Reading Ability in Adolescents with Intellectual Disabilities. International Journal of Disability, Development and Education, pp. 1-17. doi: 10.1080/1034912X.2024.2403391
Henry, L. A. ORCID: 0000-0001-5422-4358, Messer, D. M., Poloczek, S. (2024).
The Reliability of Hebb Repetition Learning and its Association with Language and Reading in Adolescents with Intellectual Disabilities.
Cortex, 177,
pp. 253-267.
doi: 10.1016/j.cortex.2024.05.012
Messer, D., Henry, L. ORCID: 0000-0001-5422-4358 & Danielsson, H. (2023).
The Perfect Match! A Review and Tutorial on Issues Related to Matching Groups in Investigations of Children with Neurodevelopmental Conditions.
Brain Sciences, 13(10),
article number 1377.
doi: 10.3390/brainsci13101377
Gravrakmo, S., Henry, L. ORCID: 0000-0001-5422-4358, Olsen, A. (2023).
Associations between intelligence, everyday executive functions, and symptoms of mental health problems in children and adolescents with mild intellectual disability.
International Journal of Developmental Disabilities, 71(2),
pp. 256-265.
doi: 10.1080/20473869.2023.2230412
Harvey, A. ORCID: 0000-0001-9984-1595, Spicer-Cain, H. ORCID: 0000-0003-0428-770X, Botting, N. ORCID: 0000-0003-1082-9501 (2023).
Assessing 'coherence' in the spoken narrative accounts of autistic people: A systematic scoping review.
Research in Autism Spectrum Disorders, 102,
article number 102108.
doi: 10.1016/j.rasd.2023.102108
Henry, L. ORCID: 0000-0001-5422-4358, Poloczek, S., Messer, D. J. (2022).
Hebb repetition learning in adolescents with intellectual disabilities.
Research in Developmental Disabilities, 125,
article number 104219.
doi: 10.1016/j.ridd.2022.104219
Messer, D. J., Kearvell-White, J., Danielsson, H. (2022). The structure of executive functioning in 11 to 14 year olds with and without special educational needs. British Journal of Developmental Psychology, 40(3), pp. 453-470. doi: 10.1111/bjdp.12418
Henry, L. ORCID: 0000-0001-5422-4358, Christopher, E., Chiat, S. (2022).
A short and engaging adaptive working memory intervention for children with Developmental Language Disorder: Effects on language and working memory.
Brain Sciences, 12(5),
article number 642.
doi: 10.3390/brainsci12050642
Gravråkmo, S., Olsen, A., Lydersen, S. (2022). Associations between executive functions, intelligence and adaptive behaviour in children and adolescents with mild intellectual disability. Journal of Intellectual Disabilities, 27(3), pp. 715-727. doi: 10.1177/17446295221095951
Lowe, H. ORCID: 0000-0002-6244-5692, Henry, L. ORCID: 0000-0001-5422-4358, Wallinger, J. ORCID: 0000-0003-4393-7904 (2022).
Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists.
Child Language Teaching and Therapy, 38(1),
pp. 95-114.
doi: 10.1177/02656590211064541
Gordon, R., Smith-Spark, J. H., Newton, E. J. (2021). Children's verbal, visual and spatial processing and storage abilities: An analysis of verbal comprehension, reading, counting and mathematics. Frontiers in Psychology, 12, article number 732182. doi: 10.3389/fpsyg.2021.732182
Henry, L. ORCID: 0000-0001-5422-4358, Crane, L., Millmore, A. (2021).
Intermediaries and cross-examination resilience in children: The development of a novel experimental methodology.
Applied Cognitive Psychology, 35(6),
pp. 1387-1404.
doi: 10.1002/acp.3869
Nilsson, K., Danielsson, H., Elwér, Å. (2021). Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy. Journal of Cognition, 4(1), article number 58. doi: 10.5334/joc.191
Nilsson, K., Danielsson, H., Elwér, A. (2021). Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading. Journal of Cognition, 4(1), pp. 1-20. doi: 10.5334/joc.188
Rowe, A., Titterington, J., Holmes, J. (2021). A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial. Pilot and Feasibility Studies, 7(1), article number 45. doi: 10.1186/s40814-021-00771-w
Gordon, R., Smith-Spark, J., Newton, E. J. (2019). Working memory and high-level cognition in children: An analysis of timing and accuracy in complex span tasks.. Journal of Experimental Child Psychology, 191, article number 104736. doi: 10.1016/j.jecp.2019.104736
Henry, L. ORCID: 0000-0001-5422-4358, Crane, L., Fesser, E. (2019).
The narrative coherence of witness transcripts in children on the autism spectrum.
Research in Developmental Disabilities, 96,
article number 103518.
doi: 10.1016/j.ridd.2019.103518
Lowe, H., Henry, L. ORCID: 0000-0001-5422-4358 & Joffe, V. ORCID: 0000-0001-9132-2889 (2019).
The effectiveness of classroom vocabulary intervention for adolescents with language disorder.
Journal of Speech, Language, and Hearing Research, 62(8),
pp. 2829-2846.
doi: 10.1044/2019_jslhr-l-18-0337
Wilcock, R., Crane, L., Hobson, Z. (2019). Eyewitness identification in child witnesses on the autism spectrum. Research in Autism Spectrum Disorders, 66, article number 101407. doi: 10.1016/j.rasd.2019.05.007
Rowe, A., Titterington, J., Holmes, J. (2019). Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review. Developmental Review, 52, pp. 1-23. doi: 10.1016/j.dr.2019.02.001
Poloczek, S., Henry, L. ORCID: 0000-0001-5422-4358, Messer, D. J. (2019).
Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study.
Memory, 27(6),
pp. 758-771.
doi: 10.1080/09658211.2018.1563615
Pulina, F., Lanfranchi, S., Henry, L. ORCID: 0000-0001-5422-4358 (2019).
Intellectual profile in school-aged children with borderline intellectual functioning.
Research in Developmental Disabilities, 95,
article number 103498.
doi: 10.1016/j.ridd.2019.103498
Crane, L., Wilcock, R., Maras, K. L. (2018). Mock juror perceptions of child witnesses on the autism spectrum: the impact of providing diagnostic labels and information about autism. Journal of Autism and Developmental Disorders, 50(5), pp. 1509-1519. doi: 10.1007/s10803-018-3700-0
Messer, D. J., Bernardi, M., Botting, N. ORCID: 0000-0003-1082-9501 (2018).
Individual differences and their contribution to the factor structure of executive functioning in children.
Frontiers in Psychology, 9,
article number 1179.
doi: 10.3389/fpsyg.2018.01179
Crane, L., Batty, R., Adeyinka, H. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders, 48(11), pp. 3761-3772. doi: 10.1007/s10803-018-3639-1
Gordon, R., Smith-Spark, J. H., Newton, E. J. (2018). Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed. Frontiers in Psychology, 9(APR), doi: 10.3389/fpsyg.2018.00582
Henry, L., Crane, L., Nash, G. (2018). Response to 'No Evidence Against Sketch Reinstatement of Context, Verbal Labels or Registered Intermediaries'. Journal of Autism and Developmental Disorders, 48(7), pp. 2597-2599. doi: 10.1007/s10803-018-3496-y
Wilcock, R., Crane, L., Hobson, Z. (2018). Supporting child witnesses during identification lineups: Exploring the effectiveness of Registered Intermediaries. Applied Cognitive Psychology, 32(3), pp. 367-375. doi: 10.1002/acp.3412
Messer, D., Bernardi, M., Botting, N. ORCID: 0000-0003-1082-9501 (2018).
An exploration of the factor structure of executive functioning in children.
Frontiers in psychology, 9(JUN),
article number 1179.
doi: 10.3389/fpsyg.2018.01179
Bernardi, M., Leonard, H., Hill, E. L. ORCID: 0000-0003-3130-1271 (2017).
Executive functions in children with developmental coordination disorder: a 2‐year follow‐up study.
Developmental Medicine and Child Neurology, 60(3),
pp. 306-313.
doi: 10.1111/dmcn.13640
Lowe, H., Henry, L., Muller, L-M. (2017). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language & Communication Disorders, 53(2), pp. 199-217. doi: 10.1111/1460-6984.12355
Henry, L., Crane, L., Nash, G. (2017). Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews. Journal of Autism and Developmental Disorders, 47(8), pp. 2348-2362. doi: 10.1007/s10803-017-3142-0
Henry, L., Messer, D. J., Wilcock, R. (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?. Autism and Developmental Language Impairments, 2, pp. 1-17. doi: 10.1177/2396941517722139
Smith-Spark, J. H., Henry, L., Messer, D. J. (2017). Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?. Dyslexia, 23(3), pp. 234-250. doi: 10.1002/dys.1558
Poloczek, S., Henry, L., Danielsson, H. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58, pp. 83-93. doi: 10.1016/j.ridd.2016.08.014
Collins, D. A. & Henry, L. (2016). Eyewitness recall and suggestibility in individuals with Down syndrome. Journal of Intellectual Disability Research, 60(12), pp. 1227-1231. doi: 10.1111/jir.12310
Henry, L. & Botting, N. (2016). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), pp. 19-32. doi: 10.1177/0265659016655378
Danielsson, H., Henry, L., Messer, D.M. (2016). Developmental delays in speech coding among children with Down syndrome and William’s syndrome. Research in Developmental Disabilities, 55(August), pp. 64-76. doi: 10.1016/j.ridd.2016.03.012
Bernardi, M., Leonard, H.C., Hill, E. L. ORCID: 0000-0003-3130-1271 (2016).
Brief report: Response inhibition and processing speed in children with motor difficulties and developmental coordination disorder.
Child Neuropsychology, 22(5),
pp. 627-634.
doi: 10.1080/09297049.2015.1014898
Smith-Spark, J. H., Henry, L., Messer, D. J. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54, pp. 323-341. doi: 10.1016/j.ridd.2016.03.001
Crane, L., Chester, J. W., Goddard, L. (2016). Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom. Autism, 20(2), pp. 153-162. doi: 10.1177/1362361315573636
Messer, D. J., Henry, L. & Nash, G. (2016). The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3), pp. 412-428. doi: 10.1111/bjep.12115
Kirke-Smith, M., Henry, L. & Messer, D. J. (2015). The effect of maltreatment type on adolescent executive functioning and inner speech. Infant and Child Development, 25(6), pp. 516-532. doi: 10.1002/icd.1951
Henry, L., Messer, D. J. & Nash, G. (2015). Executive functioning and verbal fluency in children with language difficulties. Learning and Instruction, 39, pp. 137-147. doi: 10.1016/j.learninstruc.2015.06.001
Leonard, H.C., Bernardi, M., Hill, E. L. ORCID: 0000-0003-3130-1271 (2015).
Executive functioning, motor difficulties and developmental coordination disorder.
Developmental Neuropsychology, 40(4),
pp. 201-215.
doi: 10.1080/87565641.2014.997933
Rogers, C. L., Goddard, L., Hill, E. L. ORCID: 0000-0003-3130-1271 (2015).
Experiences of diagnosing autism spectrum disorder: a survey of professionals in the United Kingdom.
Autism: International Journal of Research and Practice, 20(7),
pp. 820-831.
doi: 10.1177/1362361315611109
Van der Molen, M. J., Henry, L. & Van Luit, J. E. H. (2014). Working memory development in children with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 58(7), pp. 637-650. doi: 10.1111/jir.12061
Jones, L., Goddard, L., Hill, E. L. ORCID: 0000-0003-3130-1271 (2014).
Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom.
Journal of Autism and Developmental Disorders, 44(12),
pp. 3033-3044.
doi: 10.1007/s10803-014-2161-3
Bettenay, C., Ridley, A. M., Henry, L. (2014). Cross-examination: The Testimony of Children With and Without Intellectual Disabilities. Applied Cognitive Psychology, 28(2), pp. 204-214. doi: 10.1002/acp.2979
Kirke-Smith, M., Henry, L. & Messer, D. J. (2014). Executive functioning: Developmental consequences on adolescents with histories of maltreatment. British Journal of Developmental Psychology, 32(3), pp. 305-319. doi: 10.1111/bjdp.12041
Henry, L., Carney, D. P. J., Messer, D. J. (2013). Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes. Research in Developmental Disabilities, 34(10), pp. 3421-3432. doi: 10.1016/j.ridd.2013.07.012
Henry, L., Messer, D. J. & Nash, G. (2013). Testing for Near and Far Transfer Effects with a Short, Face-to-Face Adaptive Working Memory Training Intervention in Typical Children. Infant and Child Development, 23(1), pp. 84-103. doi: 10.1002/icd.1816
Wilcock, R. & Henry, L. (2013). The performance of eyewitnesses with intellectual disabilities on identification lineups. International Journal of Disability, Development and Education, 60(1), pp. 44-52. doi: 10.1080/1034912x.2013.757141
Carney, D. P. J., Brown, J. H. & Henry, L. (2013). Executive function in Williams and Down syndromes. Research in Developmental Disabilities, 34(1), pp. 46-55. doi: 10.1016/j.ridd.2012.07.013
Henry, L., Messer, D. J. & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal Of Child Psychology And Psychiatry, 53(1), pp. 37-45. doi: 10.1111/j.1469-7610.2011.02430.x
Henry, L., Messer, D. J. & Nash, G. (2012). Phonological and visual short-term memory in children with specific language impairment. Journal of Cognitive Education and Psychology, 11(1), pp. 45-56. doi: 10.1891/1945-8959.11.1.45
Henry, L., Messer, D. J., Luger-Klein, S. (2012). Phonological, visual and semantic coding strategies in short-term picture memory span: How do they develop?. Quarterly Journal of Experimental Psychology, 65(10), pp. 2033-2053. doi: 10.1080/17470218.2012.672997
Henry, L., Messer, D. J., Luger-Klein, S. (2012). Phonological, visual, and semantic coding strategies and children's short-term picture memory span. The Quarterly Journal of Experimental Psychology, 65(10), pp. 2033-2053. doi: 10.1080/17470218.2012.672997
Danielsson, H., Henry, L., Messer, D. J. (2012). Strengths and weaknesses in executive functioning in children with intellectual disability. Research in Developmental Disabilities, 33(2), pp. 600-607. doi: 10.1016/j.ridd.2011.11.004
Henry, L., Ridley, A. M., Perry, J. (2011). Perceived credibility and eyewitness testimony of children with intellectual disabilities. Journal of Intellectual Disability Research, 55(4), pp. 385-391. doi: 10.1111/j.1365-2788.2011.01383.x
Henry, L. (2010). The episodic buffer in children with intellectual disabilities: An exploratory study. Research in Developmental Disabilities, 31(6), pp. 1609-1614. doi: 10.1016/j.ridd.2010.04.025
Henry, L. & Bettenay, C. (2010). The assessment of executive functioning in children. Child and Adolescent Mental Health, 15(2), pp. 110-119. doi: 10.1111/j.1475-3588.2010.00557.x
Henry, L. & Winfield, J. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(4), pp. 354-365. doi: 10.1111/j.1365-2788.2010.01264.x
Henry, L. & Conners, F. (2008). Short-Term Memory Coding in Children With Intellectual Disabilities. American Journal on Mental Retardation, 113(3), pp. 187-200. doi: 10.1352/0895-8017(2008)113[187:smcicw]2.0.co;2
Bettenay, C., Ridley, A. M., Henry, L. Changed responses under cross-examination: The role of anxiety and individual differences in child witnesses. Applied Cognitive Psychology, 29(3), pp. 485-491. doi: 10.1002/acp.3125
